This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and beyond age and ADHD severity, poorer EF performance was uniquely associated with more impairment in reading, written expression, and math by teacher report, and more impairment in the overall school and reading domains by parent report. ADHD symptoms were more strongly associated with ratings of impairment in social relationships, organized peer activities, and classroom behaviors than EF performance. Age did not moderate the findings, but younger children were rated as having more trouble with participation in organized activities by parents, as more likely to disrupt class by teachers, and to have problematic relationships with peers by parents and teachers. EF and academic performance appeared worst in the groups seen as highly symptomatic and impaired by both parents and teachers, and by teachers only. EF deficits may be a specific risk factor for academic impairment in children with ADHD.

中文翻译：

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多动症儿童的执行功能与学业、行为和社会表现评级的关联

本研究在 153 名 5 至 12 岁儿童（78% 男性，83% 白种人）的便利样本中调查了基于表现的执行功能 (EF) 与学业、社交和行为表现评级之间的关联，这些儿童被诊断为注意力不集中——缺陷/多动障碍（ADHD）。多元回归表明，除了年龄和 ADHD 严重程度之外，较差的 EF 表现与教师报告的阅读、书面表达和数学方面的更多障碍以及家长报告的整体学校和阅读领域的更多障碍有关。与 EF 表现相比，ADHD 症状与社会关系、有组织的同伴活动和课堂行为的受损等级相关性更强。年龄并没有影响研究结果，但是年幼的孩子被家长认为在参与有组织的活动方面有更多的困难，更有可能被老师扰乱课堂，并且被家长和老师认为与同龄人的关系有问题。EF 和学业成绩在家长和老师以及仅老师都认为症状严重和受损的群体中表现最差。EF 缺陷可能是 ADHD 儿童学业障碍的特定危险因素。