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Academic Underachievment in ADHD Subtypes
This study appeared in the November 1997 issue of the Journal of Learning Disabilities (pages 635-642). The objective of authors was to compare the academic performance of children with ADHD, Combined Type (i.e. children who had both hyperactive and inattentive symptoms) with children who were diagnosed with ADHD, Predominantly Inattentive Type (i.e. children with inattentive symptoms only).
Recall that an article reviewed in the previous issue of ADHD RESEARCH UPDATE that the difficulties associated with the Combined Type diagnosis were generally greater than for children with inattentive symptoms only, particularly in regards to behavioral problems such as oppositional defiant disorder (ODD) and conduct disorder (CD). The authors of this study report, present data which suggests that, at least in regards to academic functioning, children with the inattentive subtype may be at greater risk in certain areas.
Compared to the other children with ADHD, inattentive children had significantly lower levels of math achievement. The authors speculate that these children’s difficulties with attention interferes with their ability to master abstract symbol systems, especially with the acquisition of basic arithmetic skills in the primary grades.
For parents whose child has the inattentive type of ADHD, these results highlight the importance of attending to how well your child is acquiring basic academic skills in the early grades. I have often found that because children with inattentive symptoms only are less likely to present significant behavior problems in the classroom, their difficulties are more likely to be overlooked. These children may not be acquiring the basic academic skills they will need for success in later grades, but this can be overlooked or not noticed because the child was relatively well behaved. Pay careful attention to this throughout the school year, and at the very least, if your does not perform well on end of grade standardized achievement testing, be sure to get a thorough evaluation of your child’s academic functioning.
Note: This article originally appeared in Attention Research Update, an online newsletter written by Dr. David Rabiner, a Duke University psychologist and former member of CHADD's Professional Advisory Board. You can learn more about Attention Research Update and sign up for a free subscription at www.helpforadd.com.