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Journal of Pediatric Psychology Advance Access originally published online on June 14, 2007
Journal of Pediatric Psychology 2007 32(6):643-654; doi:10.1093/jpepsy/jsl054
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Copyright © 2007 by the Ambulatory Pediatric Association, published by Elsevier Inc.

Academic and Educational Outcomes of Children With ADHD

Irene M. Loe, MD and Heidi M. Feldman, MD, PhD

Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, Pittsburgh, Pa.

All correspondence concerning this article should be addressed to Heidi M. Feldman, MD, PhD, Stanford University School of Medicine, 750 Welch Road, Suite 315, Palo Alto, CA 94304. E-mail: hfeldman{at}stanford.edu.


  Abstract

Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD.

Key words: attention-deficit/hyperactivity disorder; behavior management; pharmacologic treatment; school-based services; education; Academic achievement; Educational underachievement; Learning..

ADHD Special Issue, reprinted by permission from Ambulatory Pediatrics, Vol. 7, Number 2 (Supplement), Jan./Feb. 2007,

Received November 29, 2005; accepted May 14, 2006


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