SpringerLink
Log in

Executive Dysfunction Among Children with ADHD: Contributions to Deficits in Mathematics

  • Living reference work entry
  • Latest version View entry history
  • First Online:
Handbook of Cognitive Mathematics

  • 131 Accesses

Abstract

Math deficits among children with attention-deficit/hyperactivity disorder (ADHD) are well documented, yet little evidence supports a causal link between the ADHD core symptoms of inattention, hyperactivity, and impulsivity and poor math achievement. Rather, considerable evidence suggests that ADHD symptoms and cooccurring math difficulties are secondary to deficits in executive functioning. In the ensuing chapter, we discuss executive dysfunction as a potential explanatory mechanism for ADHD-related math challenges. First, ADHD diagnosis and related sequelae are discussed. Next, we review the supporting evidence that links ADHD-related math achievement deficits to challenges with executive functioning. Finally, we review the efficacy of gold-standard treatments (i.e., behavioral interventions, psychostimulant medications) and experimental interventions (i.e., computerized cognitive training programs, direct math instruction) for improving math deficits among children with ADHD.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Alderson, R. M., Rapport, M. D., & Kofler, M. J. (2007). Attention-deficit/hyperactivity disorder and behavioral inhibition: A meta-analytic review of the stop-signal paradigm. Journal of Abnormal Child Psychology, 35(5), 745–758.

    Article  Google Scholar 

  • Alderson, R. M., Rapport, M. D., Hudec, K. L., Sarver, D. E., & Kofler, M. J. (2010). Competing core processes in attention-deficit/hyperactivity disorder (ADHD): Do working memory deficiencies underlie behavioral inhibition deficits? Journal of Abnormal Child Psychology, 38(4), 497–507.

    Article  Google Scholar 

  • Alderson, R. M., Rapport, M. D., Kasper, L. J., Sarver, D. E., & Kofler, M. J. (2012). Hyperactivity in boys with attention deficit/hyperactivity disorder (ADHD): The association between deficient behavioral inhibition, attentional processes, and objectively measured activity. Child Neuropsychology, 18(5), 487–505.

    Article  Google Scholar 

  • Baddeley, A. (2007). Working memory, thought, and action (Vol. 45). OUP Oxford.

    Google Scholar 

  • Baddeley, A. D., & Hitch, G. J. (2019). The phonological loop as a buffer store: An update. Cortex, 112, 91–106.

    Article  Google Scholar 

  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.

    Article  Google Scholar 

  • Barkley, R. A., & Fischer, M. (2017). The Milwaukee longitudinal study of hyperactive (ADHD) children. In Attention deficit hyperactivity disorder: Adult outcome and its predictors (p. 63).

    Google Scholar 

  • Biederman, J., Seidman, L. J., Petty, C. R., Fried, R., Doyle, A. E., Cohen, D. R., Kenealy, D. C., & Faraone, S. V. (2008). Effects of stimulant medication on neuropsychological functioning in young adults with attention-deficit/hyperactivity disorder. The Journal of Clinical Psychiatry, 69(7), 1150–1156.

    Article  Google Scholar 

  • Bikic, A., Reichow, B., McCauley, S. A., Ibrahim, K., & Sukhodolsky, D. G. (2017). Meta-analysis of organizational skills interventions for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 52, 108–123.

    Article  Google Scholar 

  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.

    Article  Google Scholar 

  • Bolden, J., Rapport, M. D., Raiker, J. S., Sarver, D. E., & Kofler, M. J. (2012). Understanding phonological memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): Dissociation of short-term storage and articulatory rehearsal processes. Journal of Abnormal Child Psychology, 40(6), 999–1011.

    Article  Google Scholar 

  • Boyer, B. E., Geurts, H. M., Prins, P. J. M., & Van der Oord, S. (2015). Two novel CBTs for adolescents with ADHD: The value of planning skills. European Child & Adolescent Psychiatry, 24(9), 1075–1090.

    Article  Google Scholar 

  • Brocki, K. C., & Bohlin, G. (2006). Developmental change in the relation between executive functions and symptoms of ADHD and co-occurring behaviour problems. Infant and Child Development: An International Journal of Research and Practice, 15(1), 19–40.

    Article  Google Scholar 

  • Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228.

    Article  Google Scholar 

  • Calub, C. A., Rapport, M. D., Friedman, L. M., & Eckrich, S. J. (2019). IQ and academic achievement in children with ADHD: The differential effects of specific cognitive functions. Journal of Psychopathology and Behavioral Assessment, 41, 639.

    Article  Google Scholar 

  • Castellanos, F. X., & Tannock, R. (2002). Neuroscience of attention-deficit/hyperactivity disorder: The search for endophenotypes. Nature Reviews Neuroscience, 3(8), 617–628.

    Article  Google Scholar 

  • Castellanos, F. X., Sonuga-Barke, E. J. S., Scheres, A., Di Martino, A., Hyde, C., & Walters, J. R. (2005). Varieties of attention-deficit/hyperactivity disorder-related intra-individual variability. Biological Psychiatry, 57(11), 1416–1423. https://doi.org/10.1016/j.biopsych.2004.12.005

    Article  Google Scholar 

  • Daley, D., Van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-Barke, E. J. S. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child & Adolescent Psychiatry, 53(8), 835–847.

    Article  Google Scholar 

  • Döpfner, M., Ise, E., Breuer, D., Rademacher, C., Metternich-Kaizman, T. W., & Schürmann, S. (2020). Long-term course after adaptive multimodal treatment for children with ADHD: An 8-year follow-up. Journal of Attention Disorders, 24(1), 145–162.

    Article  Google Scholar 

  • Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2013). What part of working memory is not working in ADHD? Short-term memory, the central executive and effects of reinforcement. Journal of Abnormal Child Psychology, 41(6), 901–917.

    Article  Google Scholar 

  • DuPaul, G. J., Jitendra, A. K., Volpe, R. J., Tresco, K. E., Lutz, J. G., Vile Junod, R. E., Cleary, K. S., Flammer, L. M., & Mannella, M. C. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34(5), 635–648. https://doi.org/10.1007/s10802-006-9046-7

    Article  Google Scholar 

  • DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996–2010. School Psychology Review, 41(4), 387–412.

    Article  Google Scholar 

  • DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51.

    Article  Google Scholar 

  • Eckrich, S. J., Rapport, M. D., Calub, C. A., & Friedman, L. M. (2019). Written expression in boys with ADHD: The mediating roles of working memory and oral expression. Child Neuropsychology, 25(6), 772–794. https://doi.org/10.1080/09297049.2018.1531982

    Article  Google Scholar 

  • Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26(1), 465–486.

    Article  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Jr., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140.

    Article  Google Scholar 

  • Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., Naylor, J., Yu, J., Robins, M., & Carnefix, T. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39(2), 219–239.

    Article  Google Scholar 

  • Fosco, W. D., Kofler, M. J., Groves, N. B., Chan, E. S. M., & Raiker, J. S. (2020). Which ‘working’components of working memory aren’t working in youth with ADHD? Journal of Abnormal Child Psychology, 48(5), 647–660.

    Article  Google Scholar 

  • Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49–65.

    Article  Google Scholar 

  • Fried, R., Chan, J., Feinberg, L., Pope, A., Woodworth, K. Y., Faraone, S. V, & Biederman, J. (2016). Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study. Journal of Clinical and Experimental Neuropsychology, 38(5), 487–496.

    Google Scholar 

  • Friedman, N. P., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186–204.

    Article  Google Scholar 

  • Friedman, L. A., & Rapoport, J. L. (2015). Brain development in ADHD. Current Opinion in Neurobiology, 30, 106–111.

    Article  Google Scholar 

  • Friedman, L. M., Rapport, M. D., Raiker, J. S., Orban, S. A., & Eckrich, S. J. (2017). Reading comprehension in boys with ADHD: The mediating roles of working memory and orthographic conversion. Journal of Abnormal Child Psychology, 45(2), 273–287.

    Article  Google Scholar 

  • Friedman, L. M., Rapport, M. D., Calub, C. A., & Eckrich, S. J. (2018a). ADHD and core foundational learning: Working memory’s contribution to reading comprehension and applied math problem-solving abilities. The ADHD Report, 26(7), 1–7. https://doi.org/10.1521/adhd.2018.26.7.1

    Article  Google Scholar 

  • Friedman, L. M., Rapport, M. D., Orban, S. A., Eckrich, S. J., & Calub, C. A. (2018b). Applied problem solving in children with ADHD: The mediating roles of working memory and mathematical calculation. Journal of Abnormal Child Psychology, 46(3), 491–504.

    Article  Google Scholar 

  • Friedman, L. M., McBurnett, K., Dvorsky, M. R., Hinshaw, S. P., & Pfiffner, L. J. (2019). Learning disorder confers setting-specific treatment resistance for children with ADHD, predominantly inattentive presentation. Journal of Clinical Child and Adolescent Psychology, 1–14. https://doi.org/10.1080/15374416.2019.1644647

  • García Murillo, L., Ramos-Olazagasti, M. A., Mannuzza, S., Castellanos, F. X., & Klein, R. G. (2016). Childhood attention-deficit/hyperactivity disorder and homelessness: A 33-year follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry, 55(11), 931–936. https://doi.org/10.1016/j.jaac.2016.07.772

    Article  Google Scholar 

  • Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation to intelligence. Journal of Memory and Language, 92, 183–201.

    Article  Google Scholar 

  • Hoogman, M., Bralten, J., Hibar, D. P., Mennes, M., Zwiers, M. P., Schweren, L. S. J., van Hulzen, K. J. E., Medland, S. E., Shumskaya, E., & Jahanshad, N. (2017). Subcortical brain volume differences in participants with attention deficit hyperactivity disorder in children and adults: A cross-sectional mega-analysis. The Lancet Psychiatry, 4(4), 310–319.

    Article  Google Scholar 

  • Huang-Pollock, C. L., & Karalunas, S. L. (2010). Working memory demands impair skill acquisition in children with ADHD. Journal of Abnormal Psychology, 119(1), 174.

    Article  Google Scholar 

  • Irwin, L. N., Kofler, M. J., Soto, E. F., & Groves, N. B. (2019). Do children with attention-deficit/hyperactivity disorder (adhd) have set shifting deficits? Neuropsychology, 33(4), 470–481. https://doi.org/10.1037/neu0000546

    Article  Google Scholar 

  • Karalunas, S. L., Gustafsson, H. C., Dieckmann, N. F., Tipsord, J., Mitchell, S. H., & Nigg, J. T. (2017). Heterogeneity in development of aspects of working memory predicts longitudinal attention deficit hyperactivity disorder symptom change. Journal of Abnormal Psychology, 126(6), 774.

    Article  Google Scholar 

  • Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 32(7), 605–617. https://doi.org/10.1016/j.cpr.2012.07.001

    Article  Google Scholar 

  • Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010). ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology, 38(2), 149–161.

    Article  Google Scholar 

  • Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2011). Working memory deficits and social problems in children with ADHD. Journal of Abnormal Child Psychology, 39(6), 805–817.

    Article  Google Scholar 

  • Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive functioning heterogeneity in pediatric ADHD. Journal of Abnormal Child Psychology, 47(2), 273–286.

    Google Scholar 

  • Miller, M., & Hinshaw, S. P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD? Journal of Abnormal Child Psychology, 38(3), 315–326.

    Article  Google Scholar 

  • Molina, B. S. G., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., Epstein, J. N., Hoza, B., Hechtman, L., & Abikoff, H. B. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 484–500.

    Article  Google Scholar 

  • Orban, S. A., Rapport, M. D., Friedman, L. M., Eckrich, S. J., & Kofler, M. J. (2018). Inattentive behavior in boys with ADHD during classroom instruction: The mediating role of working memory processes. Journal of Abnormal Child Psychology, 46(4), 713–727.

    Article  Google Scholar 

  • Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. E. (2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43(4), 848–861.

    Article  Google Scholar 

  • Passolunghi, M. C., & Cornoldi, C. (2008). Working memory failures in children with arithmetical difficulties. Child Neuropsychology, 14(5), 387–400.

    Article  Google Scholar 

  • Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455.

    Article  Google Scholar 

  • Pfiffner, L. J. (2008). More rewards or punnishment? In K. McBurnett & L. J. Pfiffner (Eds.), Attention deficit hyperactivity disorder: Concepts, controversies, new directions – series (Vol. 37, pp. 291–300). Informa Healthcare.

    Google Scholar 

  • Raiker, J. S., Rapport, M. D., Kofler, M. J., & Sarver, D. E. (2012). Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): Testing competing predictions from the working memory and behavioral inhibition models of ADHD. Journal of Abnormal Child Psychology, 40(5), 699–713.

    Article  Google Scholar 

  • Raiker, J. S., Friedman, L. M., Orban, S. A., Kofler, M. J., Sarver, D. E., & Rapport, M. D. (2019). Phonological working memory deficits in ADHD revisited: The role of lower level information-processing deficits in impaired working memory performance. Journal of Attention Disorders, 23(6), 570–583. https://doi.org/10.1177/1087054716686182

    Article  Google Scholar 

  • Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J., & Sims, V. (2008). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36(6), 825–837.

    Article  Google Scholar 

  • Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33(8), 1237–1252. https://doi.org/10.1016/j.cpr.2013.08.005

    Article  Google Scholar 

  • Re, A. M., Lovero, F., Cornoldi, C., & Passolunghi, M. C. (2016). Difficulties of children with ADHD symptoms in solving mathematical problems when information must be updated. Research in Developmental Disabilities, 59, 186–193.

    Article  Google Scholar 

  • Rennie, B., Beebe-Frankenberger, M., & Swanson, H. L. (2014). A longitudinal study of neuropsychological functioning and academic achievement in children with and without signs of attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 36(6), 621–635.

    Article  Google Scholar 

  • Rhodes, S. M., Coghill, D. R., & Matthews, K. (2006). Acute neuropsychological effects of methylphenidate in stimulant drug-naïve boys with ADHD II–broader executive and non-executive domains. Journal of Child Psychology and Psychiatry, 47(11), 1184–1194.

    Article  Google Scholar 

  • Rosch, K. S., Crocetti, D., Hirabayashi, K., Denckla, M. B., Mostofsky, S. H., & Mahone, E. M. (2018). Reduced subcortical volumes among preschool-age girls and boys with ADHD. Psychiatry Research: Neuroimaging, 271, 67–74.

    Article  Google Scholar 

  • Rubia, K. (2018). Cognitive neuroscience of attention deficit hyperactivity disorder (ADHD) and its clinical translation. Frontiers in Human Neuroscience, 12, 100.

    Article  Google Scholar 

  • Rubia, K., Alegria, A. A., Cubillo, A. I., Smith, A. B., Brammer, M. J., & Radua, J. (2014). Effects of stimulants on brain function in attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Biological Psychiatry, 76(8), 616–628.

    Article  Google Scholar 

  • Russell, V. A., Oades, R. D., Tannock, R., Killeen, P. R., Auerbach, J. G., Johansen, E. B., & Sagvolden, T. (2006). Response variability in attention-deficit/hyperactivity disorder: A neuronal and glial energetics hypothesis. Behavioral and Brain Functions, 2, 1–25. https://doi.org/10.1186/1744-9081-2-30

    Article  Google Scholar 

  • Sarver, D. E., Rapport, M. D., Kofler, M. J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology, 43(7), 1219–1232.

    Article  Google Scholar 

  • Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D., Clasen, L., Evans, A., Giedd, J., & Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, 104(49), 19649–19654.

    Article  Google Scholar 

  • Shaw, P., Sudre, G., Wharton, A., Weingart, D., Sharp, W., & Sarlls, J. (2015). White matter microstructure and the variable adult outcome of childhood attention deficit hyperactivity disorder. Neuropsychopharmacology, 40(3), 746–754.

    Article  Google Scholar 

  • Simone, A. N., Bédard, A.-C. V., Marks, D. J., & Halperin, J. M. (2016). Good holders, bad shufflers: An examination of working memory processes and modalities in children with and without attention-deficit/hyperactivity disorder. Journal of the International Neuropsychological Society: JINS, 22(1), 1.

    Article  Google Scholar 

  • Sonuga-Barke, E., Bitsakou, P., & Thompson, M. (2010). Beyond the dual pathway model: Evidence for the dissociation of timing, inhibitory, and delay-related impairments in attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 49(4), 345–355.

    Google Scholar 

  • Sudre, G., Mangalmurti, A., & Shaw, P. (2018). Growing out of attention deficit hyperactivity disorder: Insights from the ‘remitted’brain. Neuroscience & Biobehavioral Reviews, 94, 198–209.

    Article  Google Scholar 

  • Tamm, L., Denton, C. A., Epstein, J. N., Schatschneider, C., Taylor, H., Arnold, L. E., Bukstein, O., Anixt, J., Koshy, A., & Newman, N. C. (2017). Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 85(5), 434–446.

    Article  Google Scholar 

  • Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001.

    Article  Google Scholar 

  • van der Sluis, S., de Jong, P. F., & van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35(5), 427–449.

    Article  Google Scholar 

  • Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57(11), 1336–1346.

    Article  Google Scholar 

  • Yeniad, N., Malda, M., Mesman, J., Van IJzendoorn, M. H., & Pieper, S. (2013). Shifting ability predicts math and reading performance in children: A meta-analytical study. Learning and Individual Differences, 23, 1–9.

    Article  Google Scholar 

  • Zhao, X., Page, T. F., Altszuler, A. R., Pelham, W. E., Kipp, H., Gnagy, E. M., Coxe, S., Schatz, N. K., Merrill, B. M., & Macphee, F. L. (2019). Family burden of raising a child with ADHD. Journal of Abnormal Child Psychology, 47(8), 1327–1338.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Arizona State University, Tempe, AZ, USA

    Lauren M. Friedman & Gabrielle Fabrikant-Abzug

  2. Department of Psychology, University of Tampa, Tampa, FL, USA

    Sarah A. Orban

  3. Department of Pediatric Neuropsychology, Kennedy Krieger Institute; Johns Hopkins University School of Medicine, Baltimore, MD, USA

    Samuel J. Eckrich

Authors
  1. Lauren M. Friedman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gabrielle Fabrikant-Abzug
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sarah A. Orban
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Samuel J. Eckrich
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lauren M. Friedman .

Editor information

Editors and Affiliations

  1. Anthropology, University of Toronto, Toronto, ON, Canada

    Marcel Danesi

Section Editor information

  1. School of Computer and Electrical Engineering, Ben-Gurion University of the Negev, Beersheba, Israel

    Dan Vilenchik

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Friedman, L.M., Fabrikant-Abzug, G., Orban, S.A., Eckrich, S.J. (2022). Executive Dysfunction Among Children with ADHD: Contributions to Deficits in Mathematics. In: Danesi, M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-44982-7_40-2

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-44982-7_40-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-44982-7

  • Online ISBN: 978-3-030-44982-7

  • eBook Packages: Springer Reference MathematicsReference Module Computer Science and Engineering

Publish with us

Policies and ethics

Chapter history

  1. Latest

    Executive Dysfunction Among Children with ADHD: Contributions to Deficits in Mathematics
    Published:
    25 December 2021

    DOI: https://doi.org/10.1007/978-3-030-44982-7_40-2

  2. Original

    Executive Dysfunction Among Children with ADHD: Contributions to Deficits in Mathematics
    Published:
    09 October 2021

    DOI: https://doi.org/10.1007/978-3-030-44982-7_40-1

Search

Navigation