Assessing an Extended Version of the Not-So-Simple View of Writing Model in School-Aged Students With Attention-Deficit/Hyperactivity Disorder

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2023-11-02 DOI:10.1177/07342829231211965

Michael Matta

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Abstract

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in students with ADHD. The sample included students with and without ADHD who completed cognitive and academic measures in the Colorado Twin Project. A Multi-Group Structural Equation Model approach revealed that multiple broad cognitive abilities predicted student writing performance and basic writing skills predicted more advanced writing skills. Model fit was excellent both for a model with writing as a single latent variable (fully latent) and as interrelated manifest variables (partially latent). Furthermore, students with and without ADHD demonstrated comparable patterns of relationships among the variables in the model. Implications for the assessment of writing difficulties in students with ADHD are discussed.

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在有注意力缺陷/多动障碍的学龄学生中评估“不那么简单的写作观点”模型的扩展版本

患有注意力缺陷/多动障碍(ADHD)的学生是苦苦挣扎的作家。然而，没有一个全面的模型被证实可以解释他们糟糕的写作结果。本研究旨在检验非简单写作观(nsw)模型的扩展版本是否可以描述关键能力对ADHD学生写作表现的影响。样本包括有和没有多动症的学生，他们完成了科罗拉多双胞胎项目的认知和学业测试。多组结构方程模型方法表明，多种广泛的认知能力预测学生的写作表现，基本的写作技能预测更高的写作技能。模型拟合非常好，无论是作为单一潜在变量(完全潜在)的模型，还是作为相互关联的显性变量(部分潜在)的模型。此外，有和没有多动症的学生在模型中显示了变量之间的可比较的关系模式。本文讨论了ADHD学生写作困难评估的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.