Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems

Autor/in	Owens, Jayanti
Titel	Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems
Quelle	In: Sociology of Education, 93 (2020) 3, S.191-214 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Owens, Jayanti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040720909296
Schlagwörter	Attention Deficit Hyperactivity Disorder; Behavior Problems; Clinical Diagnosis; Drug Therapy; Severity (of Disability); Social Behavior; Academic Achievement; Labeling (of Persons); Grade 5; Kindergarten; Elementary School Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schweregrad; Social behaviour; Soziales Verhalten; Schulleistung; Labeling-Ansatz; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, as suggested by labeling theory. For children with mild behavioral problems, diagnosis may trigger awareness of being ''different'' for the first time, for example through negative teacher/peer effects. By matching diagnosed and otherwise comparable undiagnosed children from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999, I find that medication has positive effects for diagnosed children with severe prediagnosis behavioral problems, yielding comparable future teacher-rated school behaviors as undiagnosed matches. However, diagnosed and medicated children with mild prediagnosis behavioral problems exhibit poorer future teacher-rated social and academic behaviors than their undiagnosed matches, consistent with labeling theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01