2024/07/11 by Alissa M Cole, Alissa M. Cole, Elizabeth S. M. Chan +6 · 1 citation
Medicine · Psychology · #Attention Deficit Hyperactivity Disorder #Children's Physical and Motor Development #Sport Psychology and Performance
paper · doi:10.1037/neu0000960
openalex publication_date 2024/07/11 · openalex created_date 2024/07/12 · openalex updated_date 2026/07/25
OBJECTIVE: Children with attention-deficit/hyperactivity disorder (ADHD) exhibit difficulties with organizational skills such as task planning, managing materials, and organizing activities that have downstream consequences on academic functioning. At the same time, deficits in working memory have been linked with both the organizational skills difficulties and academic underachievement and underperformance observed in children with ADHD and have been hypothesized to account for the link between organizational and academic functioning. However, the extent to which working memory and organizational skills independently versus jointly contribute to ADHD-related academic difficulties remains unclear. METHOD: = 1.42; 123 girls; 69.6% White Not Hispanic or Latino). RESULTS: = -0.13 to -0.06) each independently predicted ADHD-related difficulties in both academic achievement and performance outcomes. CONCLUSIONS: These findings are consistent with models suggesting that working memory has downstream consequences for functional impairments in ADHD, as well as evidence that organizational skills and working memory are each important predictors of ADHD-related academic functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).