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Journal of Attention Disorders, Vol. 8, No. 4, 208-220 (2005)
DOI: 10.1177/1087054705278746

Applying a Psychoeducational Perspective to ADHD

Ann Marie Penny

Dalhousie University

Daniel A. Waschbusch

University at Buffalo

Norm Carrey

IWK Health Centre

Ronald S. Drabman

University of Mississippi Medical Center

This article examines whether various cognitive abilities are associated with symptoms of ADHD. Cognitive ability is conceptualized using Cattell-Horn-Carroll (CHC) theory as measured using theWoodcock-Johnson Tests of Cognitive Ability (3rd ed.). This article also examines whether test session behavior mediates the association between cognitive ability and ADHD. Participants are children ages 6 to 12 with (n= 33) and without (n= 19) ADHD. Results show that inattentive symptoms of ADHD are significantly related to the CHC ability of processing speed above and beyond the effect of test session behavior. Symptoms of ADHD (both inattention and hyperactivity/impulsivity) are also significantly associated with visual spatial processing, but this is completely mediated by test session behavior. It is concluded that inattentive symptoms of ADHD are associated with slower processing speed and that this relationship is not explained by test session behavior.

Key Words: ADHD • psychoeducational • Cattell-Horn-Carroll theory • cognitive ability • childhood


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