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ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY

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Date Issued:
2010
Abstract/Description:
The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.
Title: ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY.
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Name(s): Sarver, Dustin, Author
Rapport, Mark, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.
Identifier: CFE0003502 (IID), ucf:48950 (fedora)
Note(s): 2010-12-01
M.S.
Sciences, Department of Psychology
Masters
This record was generated from author submitted information.
Subject(s): ADHD
attention problems
academic achievement
memory
structural equation modeling
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003502
Restrictions on Access: campus 2012-06-01
Host Institution: UCF

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