Elementary school students with AD/HD: predictors of academic achievement

By G. DuPaul, R. Volpe, Asha K. Jitendra, J. Gary Lutz, Kristi S. Lorah, R. Gruber. 2004

189 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/fd6654823b0884e0b4de4b216accdbedc7b9e5c0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. G. DuPaul
2. R. Volpe
3. John M. Hintze
4. James Clyde DiPerna
5. Wen Luo
6. Oi-man Kwok
7. J. Hughes
8. E. Shapiro

In Developmental and Educational Psychology

1. G. DuPaul
2. James Clyde DiPerna
3. R. Volpe
4. E. Shapiro
5. John M. Hintze
6. Wen Luo
7. Oi-man Kwok
8. J. Hughes

In Psychiatry and Mental health

1. G. DuPaul
2. L. Weyandt
3. John M. Hintze

Citations in the corpus

• School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning (2006, background): “( 2004 ) examined the classroom functioning of 175 children with ADHD and 63 peers without ADHD.”
• Academic and Social Impairments of Elementary School Children With Attention Deficit Hyperactivity Disorder (2011, background): “…solely from psychiatric and pediatric clinics (e.g., Faraone, Bierderman, Weber, & Russell, 1998), some recruiting school-based samples (e.g., DuPaul et al., 2004), and some recruiting mixed clinic and school samples (e.g., McConaughy et al., 2009; Nigg et al., 2002; Solanto et al., 2007).”
• School-Based Interventions for Students With Attention Deficit Hyperactivity Disorder: Current Status and Future Directions (2007, background): “Two recent studies have extended this model by examining variables that may account for the connection between ADHD and achievement problems in mathematics and reading (DuPaul et al., 2004; Volpe, et al., 2006; Jitendra et al., 2006).”
• Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study. (2008, methodology): “The decision to test separate models with reading and math achievement as outcomes instead of using a latent or a composite measure of achievement was based on previous findings that behavior problems predicted reading achievement more strongly than math achievement (Adams, Snowling, Hennessy, & Kin”
• Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers (2006, background): “DuPaul et al., 2004 ); however, the structure of the AEM model was equivalent across subject areas in the current study, lending support for the cross-subject validity of the AEM.”
• Observing Students in Classroom Settings: A Review of Seven Coding Schemes (2005, background): “Specifically, DuPaul et al. (2004) found that PET and a composite of the three off-task scores of the BOSS significantly discriminated between children with ADHD who had academic problems and typically developing peers, whether the observations were conducted during instruction in mathematics or…”