An investigation of the predictability of parent and teacher ratings of inattention, hyperactivity, and impulsivity on math error patterns

The present study addresses the predictability of parent and teacher ratings of inattention and hyperactivity/impulsivity on math performance and error patterns of children with Attention-Deficit/Hyperactivity Disorder (ADHD). Specifically, the types of math calculation errors that children with ADHD subtypes exhibit is reviewed and examined in relationship with parent and teacher ratings of their ADHD symptoms in order to determine whether those ratings can predict difficulties students are likely to have in math. Little research to date has been conducted with regards to math error analysis in children with ADHD. However, research assessing academic achievement in ADHD populations consistently points to difficulties in the area of math. Clearly additional investigation is needed to identify specific areas of weakness in order to provide accurate information to educators on how to improve math performance in students exhibiting ADHD.; The goal of the study was to measure overall math performance among students who have been rated as having various levels of inattention and/or hyperactivity-impulsivity, as well as to provide an analysis of error patterns for students by analyzing results of curriculum-based assessment (CBA) probes in addition, subtraction, and multiplication. Results indicated that parent ratings of inattention and/or hyperactivity/impulsivity were not good predictors of student performance. Teacher ratings were somewhat better predictors. Teacher ratings were significant predictors of how many items students got incorrect on the probes, as well as the number of basic math fact errors made. In addition, significant differences in performance were seen across grades, which suggests that as students get older they are in fact continuing to learn important math skills.