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The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory’s contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on nearterm math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems

The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a No-Tone condition administered without the presentation of an auditory tone; an Ignore-Tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second Ignore-Tone condition that presented a neutral auditory tone after the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction times to go-stimuli, and slower stop-signal reaction times (SSRT) relative to TD controls. Stop-signal delay (SSD) was not significantly different between groups, and both groups' go-trial reaction times slowed following meaningful tones. Collectively, these findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus, rather than deficits of motor behavioral inhibition.

The purpose of this study was to explore if Attention Deficit Hyperactive Disorder (ADHD) is related to identity in undergraduate adults, as well as their self-esteem. Also investigated was whether prior diagnosis (including early detection versus later-in-life detection) would be related to higher self-esteem and healthier identity formation. College students in large metropolitan southeastern universities enrolled in psychology classes (N = 368) took an anonymous online self-report survey battery in exchange for course credit. The screening tool for ADHD identified close to 50% of the sample as possibly having ADHD, which is much higher than any previous study has reported. Possible reasons for and implications of this surprising finding are also discussed. Those that met the screening criteria for ADHD had significantly higher levels of identity distress and unproductive ruminative identity exploration. They also had higher levels of identity exploration in depth and lower levels of identification with identity commitments. Those with previous diagnosis of ADHD reported lower levels of self-esteem than those who met the screening criteria used in this study, but had never been diagnosed, suggesting that the diagnostic label itself might be contributing to the lower levels of self-esteem.

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