Journal
ARCHIVES OF CLINICAL NEUROPSYCHOLOGY
Volume 24, Issue 3, Pages 273-286Publisher
OXFORD UNIV PRESS
DOI: 10.1093/arclin/acp032
Keywords
ADHD; Alzheimer's disease; Autism; pervasive developmental disorders; Cerebrovascular disease; accident and stroke; Dementia; Developmental and learning disabilities; Epilepsy; Executive functions; Gender effects
Categories
Ask authors/readers for more resources
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) typically exhibits a pattern of behavioral deficits, impairment in academic achievement, and cognitive processing, and presents with sensory-motor deficits. This study examined the relationships between sensory-motor tasks, cognitive processing, and academic achievement for a group of 67 children with ADHD. Strong canonical correlations emerged between sensory-motor functioning and academic achievement (.93) and sensory-motor functioning and cognitive processing (.98). An analysis of the redundancy coefficient showed that sensory-motor skills accounted for 65% of the variance in the achievement variables and 31% of the variance in the cognitive processing variables. The strong relationship between sensory-motor skills and higher order cognitive processes indicates that early assessment of sensory-motor skills may be useful in the identification of subsequent deficits in academic performance. Neuropsychologists should carefully consider the contribution of sensory-motor functioning to the more widely studied and assessed constructs of academic, behavioral, and emotional problems in children with ADHD.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available