Poster #20 - The Unique Associations of ADHD and Motor Competence on School Functioning

• In Event: Poster Session 10

Abstract

Approximately 50% of children with attention-deficit hyperactivity disorder (ADHD) experience impaired motor competence, which is characterized by inappropriate and inefficient control of fine and gross motor movements (Farran et al., 2020; Kaiser et al., 2015). Both impaired motor competence and ADHD symptoms in childhood are associated with difficulties in school (Daley & Birchwood, 2010; Harrowell et al., 2018; Loe & Feldman, 2007). However, it is unclear whether motor competence contributes to school functioning after accounting for any associated effects of ADHD-risk. We address this by investigating the unique associations of motor competence and ADHD-risk status on children’s school functioning (i.e., academic performance and adaptive school behavior). We hypothesized that ADHD-risk status would negatively predict school functioning and motor competence would positively predict school functioning after accounting for the other focal predictor.

We assessed our hypothesis using baseline data from 202 elementary school children (Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%) originally recruited as part of a larger intervention study (XXX et al., 2015). ADHD-risk status was determined as part of an eligibility screening process in the original study (see XXX et al., 2015 for details). Motor competence was assessed using the Bruininks-Oseretsky Test of motor proficiency 2nd Edition Short Form (BOT2-SF: Bruininks & Bruininks, 2005). The BOT2-SF raw fine and gross motor subscale scores were used in analyses. The Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2001) school subscale and the Teacher Report Form (TRF; Achenbach & Rescorla, 2001) academic subscale were used to assess academic performance. The TRF adaptive functioning subscale was used as a measure of adaptive school behavior. For each CBCL and TRF subscale, T-scores based on sex and age were used. Multiple regression models were used to identify the unique associations of ADHD-risk and motor competence (fine and gross motor competence examined separately) on school functioning outcomes. Across all models, child age and sex were entered as covariates at Step 1, and ADHD-risk status (1 = typically developing, 2 = ADHD-risk) and the focal motor competence variable were entered at Step 2.

As expected, children identified as ADHD-risk scored lower on measures of academic performance reported by both parents and teachers and demonstrated less adaptive school behavior than their typically developing peers (see Table 1). Additionally, and consistent with our primary hypothesis, fine and gross motor competence were unique positive predictors of academic performance in that higher levels of motor competence were linked with higher levels of academic performance. Motor competence was not uniquely associated with adaptive school behavior.

These findings suggest that both ADHD symptoms and motor competence relate to school functioning. Therefore, assessing for ADHD and motor competence in school-aged children demonstrating school functioning problems may better allow for targeted intervention in school. One such intervention that has been shown to target ADHD symptoms (XXX et al., 2015) and motor competence (Zeng et al., 2017) is physical activity. Future research should examine the long-term effects of physical activity on ADHD symptoms, motor competence, and school functioning.

Authors

• Hannah Scott, University of Vermont
  Presenting Author

• Erin K Shoulberg, University of Vermont

• Allison Krasner, University of Vermont

• Marissa Dennis, University of Vermont

• Betsy Hoza, University of Vermont

• Alan L Smith, Utah State University