In this episode, Dr. Scott Sperling and student leader, Ms. Grace Goodwin, discuss the article The role of working memory and organizational skills in academic functioning for children with attention-deficit/hyperactivity disorder with the paper's first author, doctoral candidate, Ms. Alissa Cole. Using bias-corrected, bootstrapped latent path analyses, this study explored the unique and shared contributions of working memory and organizational skills on academic achievement and performance in a sample of 309 children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Results highlight the extent to which working memory and organizational skills both separately and together impact academic achievement and academic performance, explaining as much as 100% of the variance, as well as eclipsing the diagnosis of ADHD itself in certain models. Overall, findings have strong real-world implications for interventions related to learning for children with ADHD.