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Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

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Abstract

There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.

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Acknowledgments

During the preparation of this review, V. Raggi was supported by an APA Society for Clinical Child and Adolescent Psychology Dissertation Research Grant. Dr. A. Chronis was supported by grants from the National Institute of Mental Health (R03MH070666-1; R34 MH073567-01) and McNeil Consumer & Specialty Pharmaceuticals, manufacturer of ConcertaTM.

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  1. Department of Psychology, University of Maryland, College Park, MD, 20742, USA

    Veronica L. Raggi & Andrea M. Chronis

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Correspondence to Veronica L. Raggi.

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Raggi, V.L., Chronis, A.M. Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clin Child Fam Psychol Rev 9, 85–111 (2006). https://doi.org/10.1007/s10567-006-0006-0

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