TY - JOUR
T1 - Approaches to learning and medicated ADHD
T2 - The potential impact on learning and assessment
AU - Barnard-Brak, Lucy
AU - Stevens, Tara
AU - Xiao, Feiya
AU - Chesnut, Steven R.
N1 - Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/4/1
Y1 - 2016/4/1
N2 - The current study examined how student approaches to learning (ATL) and ATL's association with school achievement differ in children diagnosed with ADHD who are taking medication and children who are not diagnosed with ADHD. Results indicated that pharmacological interventions may be associated with a decrease in core symptoms of ADHD (e.g., ADHD-related ATL items such as concentration, keeping on task, and maintaining interest) as rated by parents; however, parents of children receiving medication also rated their children as lower on ATL items not typically associated with ADHD symptomatology, including creativity, eagerness, and initiative. Evaluation of a model examining the association between ATL and achievement revealed that as ADHD-related ATL items decreased, both reading and math achievement increased. However, the relationships between non-ADHD-related ATL items (e.g., creativity, eagerness, and initiative) and achievement scores differed for children with ADHD receiving medication. We discuss the implications for learning and assessment.
AB - The current study examined how student approaches to learning (ATL) and ATL's association with school achievement differ in children diagnosed with ADHD who are taking medication and children who are not diagnosed with ADHD. Results indicated that pharmacological interventions may be associated with a decrease in core symptoms of ADHD (e.g., ADHD-related ATL items such as concentration, keeping on task, and maintaining interest) as rated by parents; however, parents of children receiving medication also rated their children as lower on ATL items not typically associated with ADHD symptomatology, including creativity, eagerness, and initiative. Evaluation of a model examining the association between ATL and achievement revealed that as ADHD-related ATL items decreased, both reading and math achievement increased. However, the relationships between non-ADHD-related ATL items (e.g., creativity, eagerness, and initiative) and achievement scores differed for children with ADHD receiving medication. We discuss the implications for learning and assessment.
KW - ADHD
KW - Approaches to learning
KW - Assessment
UR - http://www.scopus.com/inward/record.url?scp=84964701641&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2015.12.029
DO - 10.1016/j.lindif.2015.12.029
M3 - Article
AN - SCOPUS:84964701641
SN - 1041-6080
VL - 47
SP - 298
EP - 303
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -