Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways

A conceptual model has recently been hypothesized in which parallel but cor related developmental pathways exist for attention deficit behaviors and co nduct problems. An important component of this model suggests that attentio n deficit behaviors are related to later scholastic underachievement, where as conduct problems are unrelated to scholastic underachievement except by their common correlation with attention deficit and intelligence. The prese nt study replicated the general model using a cross-sectional sample of 325 children, and examined whether hypothesized dual pathways (behavioral and cognitive) better account for the relationship between attention deficit, i ntelligence, and later scholastic achievement. Results of the structural eq uation modeling analysis were consistent with the hypothesized dual pathway model and suggest that school behavior and select cognitive abilities serv e as important mediators between attention deficit, intelligence, and later scholastic achievement. Implications of these results for understanding th e developmental trajectory of children with attention deficit and general t heoretical models of ADHD are discussed.