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"Typically, treatment for children and adolescents with ADHD and related behavior disorders has focused on reducing their symptoms and disruptive classroom behavior.  It is equally important to directly address their academic and peer relationship difficulties, because many times when academic and social functioning is improved, behavior control also improves.  Further, this allows us to focus on building strengths rather than just reducing deficits."

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College Home > School Psychology > Prospective Students > Students at Conferences > Peter M. Slay Abstract


Slay, Peter M.
Slay, Peter M.

Slay P. M., DuPaul G. J., & Kern L.
Preschool children at-risk for ad / hd: Do social performance deficits predict academic achievement?

Abstract:
The purpose of the present study was to examine the value of social performance deficits in predicting academic achievement in preschool children at-risk for AD/HD. A sample of 153 children between the ages of 3 and 5 years old participated. A series of hierarchical multiple regression analyses revealed that social performance deficits significantly predict mathematic achievement when entered prior to AD/HD symptom expression and pre-academic ability. Social performance deficits did not significantly predict reading achievement. Expected learning outcomes from this presentation include: a) gaining insight into the potential relationship between social performance deficits and later academic achievement, and b) acquiring an understanding of the relative contribution pre-academic skills, social-performance deficits, and AD/HD symptoms play in academic achievement.

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