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. Author manuscript; available in PMC: 2019 Jan 1.
Published in final edited form as: J Child Psychol Psychiatry. 2017 Jul 17;59(1):57–67. doi: 10.1111/jcpp.12773

Table 2.

Impact of Working Memory and ADHD Symptoms on Total Organization Problems

graphic file with name nihms885538f3.jpg

Note: Bias-corrected bootstrapping was used for all analyses. Non-significant pathways are shown in Inline graphic font (95% CI includes 0.0). Parent-reported ADHD symptoms were tested as mediators of teacher-reported organizational problems, and vice versa. Paths labels reflect standard nomenclature (cf. Fritz & MacKinnon, 2007) and are depicted in Figure 1; c and c' reflect the total and direct effect of WM on organization problems before and after accounting for ADHD symptoms, respectively; Attn Px = Attention Problems, CE = Central Executive, Hyperact = Hyperactivity; WM = working memory;

†

p < .08,

*

p ≤ .05,

**

p ≤. 01

1

N = 73 due to skipped items on one teacher COSS.