The purpose of this research was to identify parental
involvement variables which are effective in improving the
Reading and Math achievement of children with Attention
Deficit Hyperactivity Disorder (ADHD). A conceptual model
examining achievement as influenced by background variables
and parental involvement variables was hypothesized.
Background variables of socio-economic status, ethnicity,
gender, child age, and ability were proposed to affect
parental involvement variables which were represented by
expectations, communication, structure, participation,
homework procedures and time, TV time, medication, special
education, and the outcome variable, achievement. Parental
involvement variables were proposed to have direct affects
on achievement. Data from a sample of 208 families with a
child diagnosed as having ADHD and attending elementary
school (grades Kindergarten through sixth) were subjected to
path analytic analyses using multiple regression procedures.
Findings were generally inconsistent with much of the
previous research on parental involvement within the nonADHD
population. Results did suggest some parental
involvement variables which had differential, important
effects on achievement depending on which criterion was used
(Reading or Math grades). It was suggested that these
findings were indicative of the behavioral and management
problems seen in children with Attention Deficit Disorders,
but that there do appear to be certain strategies parents
can use to help their ADHD children achieve at a higher level in school.
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