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Journal of Attention Disorders
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*Attention Deficit Hyperactivity Disorder
*Learning Disorders
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Academic Performance in ADHD When Controlled for Comorbid Learning Disorders, Family Income, and Parental Education in Brazil

Giuseppe Mario Carmine Pastura

Federal University of Rio de Janeiro, giuseppe.pastura{at}terra.com.br

Paulo Mattos

Federal University of Rio de Janeiro

Alexandra Prufer de Queiroz Campos Araújo

Federal University of Rio de Janeiro

Objective: Scholastic achievement in a nonclinical sample of ADHD children and adolescents was evaluated taking into consideration variables such as comorbid learning disorders, family income, and parental education which may also be associated with poor academic performance. Method: After screening for ADHD in 396 students, the authors compared academic performance of 26 ADHD individuals and 31 controls paired for gender, age, and intelligence level considering both mathematics and Portuguese language scores. Learning disorders were investigated and the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV ) criteria were met using structured interviews. Results: The prevalence of academic underachievement was 2.98 times higher in students with ADHD, the most frequent subtype being predominantly inattentive. Parental educational level, family income, and comorbid learning disorders could not explain the discrepancies between ADHD students and controls. Conclusions: ADHD seems to be associated with poor academic performance even in the absence of comorbid learning disorders, lower family income, and parental educational level. (J. of Att. Dis. 2009; 12(5) 469-473)

Key Words: attention-deficit disorder • ADHD • academic performance

Journal of Attention Disorders, Vol. 12, No. 5, 469-473 (2009)
DOI: 10.1177/1087054708320401
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