MATHEMATICAL OUTCOMES OF ATTENTION-DEFICIT HYPERACTIVITY DISORDER

We assessed the academic performance and behavior of 121 nondisabled e lementary boys and 107 boys with attention-deficit hyperactivity disor der (ADHD), ages 7.4 through 14.5 years. Students completed computer-g enerated tasks of reading, computation, and math problem solving, and we recorded two performance measures (accuracy and speed) and three be havioral measures (vocalizations, head movements, and bottom movements ). Our purpose was to determine the effects of ADHD on conceptual and computational math. For greater precision than has been available in p ast math research, we held reading and problem structure constant, whi le recording speed of processing, number recognition, and motor respon se. Our analysis yielded significantly lower problem-solving scores in specific math concepts and slower computational performance for the b oys with ADHD. These findings demonstrated the educational implication s of attention deficit disorders for mathematical skill and the need f or interventions that are geared more specifically to these deficits, and that also provide accommodations for reading complexity and length , visual-motor skill, feedback, and self-pacing.