Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) typically experience significant difficulties with academic and social functioning. For example, students with ADHD are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. This presentation will focus on research that directly informs assessment and intervention strategies designed to address functional impairments associated with ADHD. The results of three studies will be discussed, including: (a) factor analytic and normative data for parent and teacher ratings of symptom-related impairment in a nationally representative sample; (b) identification of subgroups of students with ADHD based on latent trajectories of reading, math, and interpersonal skills from Kindergarten through 5th grade; and (c) meta-analytic findings regarding impacts of school-based interventions on academic and behavioral outcomes. Implications of results for practice and future research will be discussed.
- Du Paul Talk
