Peer-reviewed research
A rapid systematic review of attention-deficit/hyperactivity disorder (ADHD) and high order writing: current findings and implications for intervention
Stanley Cheng et al., Research in Developmental Disabilities, 2022 · DOI 10.1016/j.ridd.2022.104180
Read the originalRead on October 16, 2026
- What it is
- A rapid systematic review of 18 empirical studies from the last two decades on ADHD and high-order writing, meaning planning, text production and revising. It finds that students with ADHD usually struggle more with these writing processes than their peers.
- How much weight it carries
- Peer-reviewed in a specialist journal. A rapid review searches less exhaustively than a full systematic review. Most included studies sampled students rather than adults, so the findings describe school-age writing more than adult writing.
Facts taken from this source
- A 2022 rapid systematic review of ADHD and high-order writing identified 18 eligible empirical studies published over the previous two decades.
“A systematic search for empirical studies on ADHD and high order writing performance from the last two decades identified 18 eligible studies.” (Abstract, Method)
- Most of the studies in a 2022 rapid systematic review found that students with ADHD have more significant difficulties in high-order writing than their peers.
“Most studies showed that, compared to their peers, students with ADHD have more significant difficulties in high order writing performance.” (Abstract, Results)