The Correlation Between ADHD and Intelligence

Abstract

In China, 3% of preschool children suffer from Attention Deficit Hyperactivity Disorder (ADHD), with a male-to-female ratio of 5:1. ADHD is a prevalent behavioral disorder in children. Intelligence in these affected children is normal or normal; however, they exhibit deficiencies in learning, behavior, and emotional aspects. These children face challenges in interpersonal relationships both at home and in preschool settings, leaving parents and teachers feeling helpless. This paper navigates the complex relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) and intelligence, amidst a backdrop of varied scientific findings. Through a systematic review of a decade's peer-reviewed literature, the study scrutinizes empirical research involving diverse demographic samples and quantitative ADHD and IQ measures. Findings reveal a multifaceted relationship between ADHD and intelligence, influenced by various factors including potential comorbidities. The study underscores the importance of a holistic approach in ADHD intelligence assessments, considering both cognitive strengths and challenges. The implications of this research are twofold: it guides the development of personalized interventions for individuals with ADHD and highlights the necessity for further exploration into the ADHD-IQ relationship and its implications for cognitive functioning and long-term outcomes. Developing a more comprehensive understanding of ADHD, this paper moves beyond the limitations of traditional IQ metrics to encompass a wider range of cognitive skills and strengths. This paper aims to provide recommendations and implement effective measures for children exhibiting disruptive behaviors, such as Attention Deficit Hyperactivity Disorder (ADHD). The focus is on assisting these children to facilitate their healthy development.