The Utility and Accuracy of the Academic Performance Questionnaire in
Identifying Learning Problems in Children at Risk for Attention-
Attention-Deficit/Hyperactivity Disorder (ADHD) has an estimated prevalence of 2 to
10% among children and adolescents in the United States, and the responsibilities of
diagnosis and management are increasingly being placed upon primary care providers. If
left unrecognized or untreated, ADHD and its co-morbidities have been associated with
strained familial and peer relationships, educational and employment difficulties,
substance use, and unintentional injuries.
Learning disorders co-occur with ADHD in 20 to 30% of children, and primary care
providers are often challenged to identify which children are at risk for learning
disabilities when they present with ADHD symptoms. Furthermore, while there are a
number of screening tools to assess for ADHD symptoms within a primary care practice,
there are no validated screening tools currently available to assist in identifying which
children with ADHD symptoms may need further evaluation for learning problems.
The purpose of this project was to evaluate the utility and accuracy of the Academic
Performance Questionnaire (APQ) to identify learning problems in reading or
mathematics for children being evaluated for ADHD. The APQ is an academic screening
tool currently used clinically in the Center for Management of ADHD at Children’s
Hospital of Philadelphia but validation and reliability have never been analyzed.
Through partnership with the Center for Management of ADHD, this study aimed to
develop and validate scoring criteria using a pre-existing dataset consisting of children
referred for evaluation of ADHD. In addition, through partnership with the Edgewater
Park School District in New Jersey, this study aimed to assess test-retest reliability of the
APQ and gain teacher feedback on current format and questions for further tool