creator Young, Crystal advisor Hunter, Scott The aim of this study was to expand our understanding of the impact of executive function skills on academic achievement in children with ADHD, as well as investigate trends in executive functioning and academic achievement between ADHD subtypes in an adolescent sample. Each participant completed neuropsychological assessments including a measure of intelligence and academic functioning as well as several measures of executive functioning. Results suggested that children with ADHD – Combined Type do not significantly differ from children with ADHD – Inattentive Type on tasks of academic or executive functioning. Issues regarding outcomes associated with ADHD as well as diagnostic procedures are discussed. Submitted by Dana Lamparello (dlampare@iit.edu) on 2013-03-06T16:51:12Z No. of bitstreams: 1 Young.Crystal Dissertation.pdf: 633135 bytes, checksum: ad4a502df24c3d15d1d9ae1d8d88ada9 (MD5) Made available in DSpace on 2013-03-06T16:51:12Z (GMT). No. of bitstreams: 1 Young.Crystal Dissertation.pdf: 633135 bytes, checksum: ad4a502df24c3d15d1d9ae1d8d88ada9 (MD5) Previous issue date: 2012-07 Ph.D. in Psychology, July 2012 2012-07-18 2012-07 http://hdl.handle.net/10560/2946 en Dissertation born digital application/pdf In Copyright http://rightsstatements.org/page/InC/1.0/ Restricted Access PSYCH / Institute of Psychology Illinois Institute of Technology Affiliated department