@article{preston_role_2009,
	title = {The role of multidimensional attentional abilities in academic skills of children with {ADHD}.},
	volume = {42},
	issn = {0022-2194},
	url = {http://www.ncbi.nlm.nih.gov/pubmed/19264927},
	doi = {10.1177/0022219408331042},
	abstract = {Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional control/switching would predict performance on achievement tests. Results demonstrate that attentional control/ switching accounted for a significant amount of variance in all academic areas (reading, math, and spelling), even after accounting for verbal IQ and parent-reported inattention. Sustained attention predicted variance only in math, whereas selective attention did not account for variance in any achievement domain. Therefore, attentional control/switching, which involves components of executive functions, plays an important role in academic performance.},
	number = {3},
	urldate = {2012-07-23},
	journal = {Journal of learning disabilities},
	author = {Preston, Andrew S and Heaton, Shelley C and McCann, Sarah J and Watson, William D and Selke, Gregg},
	year = {2009},
	pmid = {19264927},
	keywords = {Achievement, Adolescent, Aptitude, Attention, Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: cla, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Intelligence, Male, Mathematics, Personality Assessment, Reading, Verbal Learning, Wechsler Scales},
	pages = {240--9},
}

{"_id":"3ePqqkZZy78Ws4eZP","bibbaseid":"preston-heaton-mccann-watson-selke-theroleofmultidimensionalattentionalabilitiesinacademicskillsofchildrenwithadhd-2009","author_short":["Preston, A. S","Heaton, S. C","McCann, S. J","Watson, W. D","Selke, G."],"bibdata":{"bibtype":"article","type":"article","title":"The role of multidimensional attentional abilities in academic skills of children with ADHD.","volume":"42","issn":"0022-2194","url":"http://www.ncbi.nlm.nih.gov/pubmed/19264927","doi":"10.1177/0022219408331042","abstract":"Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional control/switching would predict performance on achievement tests. Results demonstrate that attentional control/ switching accounted for a significant amount of variance in all academic areas (reading, math, and spelling), even after accounting for verbal IQ and parent-reported inattention. Sustained attention predicted variance only in math, whereas selective attention did not account for variance in any achievement domain. Therefore, attentional control/switching, which involves components of executive functions, plays an important role in academic performance.","number":"3","urldate":"2012-07-23","journal":"Journal of learning disabilities","author":[{"propositions":[],"lastnames":["Preston"],"firstnames":["Andrew","S"],"suffixes":[]},{"propositions":[],"lastnames":["Heaton"],"firstnames":["Shelley","C"],"suffixes":[]},{"propositions":[],"lastnames":["McCann"],"firstnames":["Sarah","J"],"suffixes":[]},{"propositions":[],"lastnames":["Watson"],"firstnames":["William","D"],"suffixes":[]},{"propositions":[],"lastnames":["Selke"],"firstnames":["Gregg"],"suffixes":[]}],"year":"2009","pmid":"19264927","keywords":"Achievement, Adolescent, Aptitude, Attention, Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: cla, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Intelligence, Male, Mathematics, Personality Assessment, Reading, Verbal Learning, Wechsler Scales","pages":"240–9","bibtex":"@article{preston_role_2009,\n\ttitle = {The role of multidimensional attentional abilities in academic skills of children with {ADHD}.},\n\tvolume = {42},\n\tissn = {0022-2194},\n\turl = {http://www.ncbi.nlm.nih.gov/pubmed/19264927},\n\tdoi = {10.1177/0022219408331042},\n\tabstract = {Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional control/switching would predict performance on achievement tests. Results demonstrate that attentional control/ switching accounted for a significant amount of variance in all academic areas (reading, math, and spelling), even after accounting for verbal IQ and parent-reported inattention. Sustained attention predicted variance only in math, whereas selective attention did not account for variance in any achievement domain. Therefore, attentional control/switching, which involves components of executive functions, plays an important role in academic performance.},\n\tnumber = {3},\n\turldate = {2012-07-23},\n\tjournal = {Journal of learning disabilities},\n\tauthor = {Preston, Andrew S and Heaton, Shelley C and McCann, Sarah J and Watson, William D and Selke, Gregg},\n\tyear = {2009},\n\tpmid = {19264927},\n\tkeywords = {Achievement, Adolescent, Aptitude, Attention, Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: cla, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Intelligence, Male, Mathematics, Personality Assessment, Reading, Verbal Learning, Wechsler Scales},\n\tpages = {240--9},\n}\n\n","author_short":["Preston, A. S","Heaton, S. C","McCann, S. J","Watson, W. D","Selke, G."],"key":"preston_role_2009","id":"preston_role_2009","bibbaseid":"preston-heaton-mccann-watson-selke-theroleofmultidimensionalattentionalabilitiesinacademicskillsofchildrenwithadhd-2009","role":"author","urls":{"Paper":"http://www.ncbi.nlm.nih.gov/pubmed/19264927"},"keyword":["Achievement","Adolescent","Aptitude","Attention","Attention Deficit Disorder with Hyperactivity","Attention Deficit Disorder with Hyperactivity: cla","Attention Deficit Disorder with Hyperactivity: dia","Attention Deficit Disorder with Hyperactivity: psy","Child","Female","Humans","Intelligence","Male","Mathematics","Personality Assessment","Reading","Verbal Learning","Wechsler Scales"],"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/asrommel","dataSources":["J8fbWsdsy3xAaB3pX"],"keywords":["achievement","adolescent","aptitude","attention","attention deficit disorder with hyperactivity","attention deficit disorder with hyperactivity: cla","attention deficit disorder with hyperactivity: dia","attention deficit disorder with hyperactivity: psy","child","female","humans","intelligence","male","mathematics","personality assessment","reading","verbal learning","wechsler scales"],"search_terms":["role","multidimensional","attentional","abilities","academic","skills","children","adhd","preston","heaton","mccann","watson","selke"],"title":"The role of multidimensional attentional abilities in academic skills of children with ADHD.","year":2009}