A rapid systematic review of attention-deficit/hyperactivity disorder (ADHD) and high order writing: Current findings and implications for intervention.

Background: Theoretical writing models and empirical studies have suggested a possible strong association between attention-deficit/hyperactivity disorder (ADHD) and high order writing (e.g., planning, text production, and revising).

Aim: A rapid systematic review was conducted to examine this relationship with the aim of informing writing interventions specific to the ADHD population.

Method: A systematic search for empirical studies on ADHD and high order writing performance from the last two decades identified 18 eligible studies.

Results: Most studies showed that, compared to their peers, students with ADHD have more significant difficulties in high order writing performance. Writing quality and writing process (e.g., planning and editing) were identified as a challenge for ADHD students and may be more challenging than writing productivity and meta-cognitive knowledge of writing. Individuals' inattention, short-term memory, working memory, executive functions, reading, oral language skills, and externalising behavioural problems were identified as significant predictors of high order writing performance.

Conclusions And Implications: The findings support theoretical writing models that propose writing as a complex process influenced by multiple cognitive factors, which are commonly impaired in individuals with ADHD. Interventions specific to the identified problems are discussed.