Mental models in students with ADHD: Reading and mathematical skills

Abstract

Children with attention deficit hyperactivity disorder (ADHD) display high comorbidity with learning difficulties in reading and mathematics and low ability in relation to response planning, organisation and inhibition, and maintaining task focus. In this context, the aim of this cross-sectional study is to analyse the influence of mental models on mathematical problem-solving, calculation and semantic processing tasks. The sample comprised a total of 304 primary school pupils, 152 from 3rd class and 152 from 6th class; half made up the ADHD group and the other half the control group. Semantic processing was measured using the Gesmedición programme and mathematical competence was measured using the Verbal Arithmetic Problems test. The results showed significant better efficacy in among the control group. The pupils with ADHD at both educational levels were significantly more effective in calculation tasks, with the lowest levels of effectiveness being those of problem solving, reversing the pattern in relation to the control group.