. Author manuscript; available in PMC: 2014 Sep 1.

Published in final edited form as: J Dev Behav Pediatr. 2013 Sep;34(7):469–477. doi: 10.1097/DBP.0b013e3182a39890

Table 2.

Results of Two-Step Hierarchical Regression Analysis Examining Personal factors and ADHD Symptom Domains as Predictors of Functional Impairment in Learning and Applying Knowledge

	Parent Report						Teacher Report
	Reading		Writing		Math		Reading		Writing		Math
	Step 1 β	Step 2 β	Step 1 β	Step 2 β	Step 1 β	Step 2 β	Step 1 β	Step 2 β	Step 1 β	Step 2 β	Step 1 β	Step 2 β
Age	-	-	−.08^c	−.11^c	.09^c	.05^b	−.17^c	−.17^c	−.22^c	−.19^c	−.08^c	−.07^c
Gender	-	-	.14^c	.13^c	−.13^c	−.14^c	-	-	−.04^b	.00	−.13^c	−.17^c
LD	.20^c	.19^c	.17^c	.15^c	−.04^b	−.01	.22^c	.20^c	.12^c	.07^c	.19^c	.00
Med Status	−.07^c	−.04^b	-	-	.16^c	.14^c	−.07^b	−.04^b	.20^c	.18^c	−.04^b	.17^c
ODD, P	.07^c	.02	.02	−.02	-	-	-	-	−.02	.03	−.03	.02
ODD, T	−.09^c	−.06^b	−.09^c	−.04^a	−.06^c	−.001	-	-	−.05^b	−.05^b	−.07^c	−.05^b
INT, P	−.00	−.03	.05^b	.01	.04^b	−.002	-	-	−.05^b	−.04^b	-	-
INT, T	.10^c	.07^b	.08^c	.03	.08^c	.02	.10^c	.04^b	.18^c	.08^c	.14^c	.05^b

IA, P		.15^c		.23^c		.21^c		.02		.04^a		.04^a
IA, T		.15^c		.20^c		.22^c		.35^c		.47^c		.43^c
HI, P		.03		−.01		−.04		.01		−.03		−.02
HI, T		−.10^c		−.16^c		−.18^c		−.20^c		−.18^c		−.20^c

R²	.06		.06		.07		.09		.13		.08
F	49.18^c		47.38^c		54.00^c		108.65^c		83.76^c		57.37^c
ΔR²		.05		.09		.09		.08		.16		.13
ΔF		60.44^c		132.88^c		119.16^c		116.29^c		254.09^c		185.71^c

Note. IA = Inattention, HI = Hyperactive/Impulsive, LD = Learning Disability, ODD = Oppositional Defiant, INT = Internalizing, P = parent report, T = teacher report. Bold indicates that the step predicts at least 5% of the variance in the model. Dashes indicate that the variable was not included in the model because the bivariate relationship was non-significant. P-values for IA, P; IA, T; HI, P; HI, T in step 2 for all analyses were corrected for multiple comparisons using false discovery rate.

p<.05;

p<.01;

p<.000.