| Abstract: | Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurodevelopmental disorder in childhood with boys being almost twice as likely to be diagnosed than girls. Children and adolescents with ADHD are at higher risk for social and academic problems and deficits in processing speed and working memory. Social impairments refer to difficulties building and maintaining friendships, peer, rejection, and negative peer interaction. Academic problems are manifested through poor grades and overall functioning in the school setting. Cognitive deficits in processing speed and working memory may explain, to a certain degree, the functional deficits presented not only by individuals with ADHD but also by individuals with subthreshold presentation of the disorder. Guided by causal theoretical work, the current study used a cross-sectional design to investigate the extent to which deficits in PS and WM mediate the relationships between ADHD symptoms and academic achievement and social functioning. Neurocognitive and academic functioning were measured using standardized cognitive and academic assessments. Social and behavioral functioning were measured using rating scales. This study was a secondary analysis of existing data using a quasi-experimental design. Results show that ADHD symptoms impact academic achievement through deficits in IQ as measured by working memory and processing speed and have a direct effect on social functioning. The electronic version of this dissertation is accessible from https://hdl.handle.net/1969.1/197916 |
|---|