The importance of ADHD subtype classification for educational applications of DSM-V

Lucy Barnard, Tara Stevens, Yen M. To, William Y. Lan, Miriam Mulsow

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Objective: An examination of the academic achievement of children with ADHD by stimulant treatment status must consider this heterogeneity of the disorder. With the dissemination of the final wave of data, the Special Education Elementary Longitudinal Study presents an opportunity to examine the academic achievement of students with ADHD using a large, community-based, and nationally representative sample over 4 years. Method: In Study 1, the association between stimulant treatment and academic achievement is examined over 4 years. In Study 2, the association between stimulant treatment and academic achievement is examined acknowledging the influence of subtype symptoms of ADHD using growth mixture modeling. Results: Results indicate significant differences in academic achievement according to long-term stimulant treatment status within each subtype symptom class. Conclusion: Research should acknowledge the influence of subtype symptoms when examining outcomes such as academic achievement. The upcoming DSM-V should consider the results as indicating the educational relevance of ADHD subtype classification. (J. of Att. Dis. 2010; 13(6) 573-583).

Original languageEnglish
Pages (from-to)573-583
Number of pages11
JournalJournal of Attention Disorders
Volume13
Issue number6
DOIs
StatePublished - May 2010

Keywords

  • ADHD
  • Academic achievement
  • Attention deficit hyperactivity disorder
  • Stimulant treatment
  • Subtype symptoms

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