Inattention/Overactivity Following Early Severe Institutional Deprivation: Presentation and Associations in Early Adolescence

Autor/inn/en	Stevens, Suzanne E.; Sonuga-Barke, Edmund J. S.; Kreppner, Jana M.; Beckett, Celia; Castle, Jenny; Colvert, Emma; Groothues, Christine; Hawkins, Amanda; Rutter, Michael
Titel	Inattention/Overactivity Following Early Severe Institutional Deprivation: Presentation and Associations in Early Adolescence
Quelle	In: Journal of Abnormal Child Psychology, 36 (2008) 3, S.385-398 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-007-9185-5
Schlagwörter	Early Adolescents; Attention; Hyperactivity; Foreign Countries; Disadvantaged Environment; Institutionalized Persons; Adoption; Gender Differences; Adventitious Impairments; Early Experience; Romania; United Kingdom + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Hyperaktivität; Ausland; Geschlechterkonflikt; Frühbeginn; Rumänien; Großbritannien
Abstract	The current study examined the persistence and phenotypic presentation of inattention/overactivity (I/O) into early adolescence, in a sample of institution reared (IR) children adopted from Romania before the age of 43 months. Total sample comprised 144 IR and 21 non-IR Romanian adoptees, and a comparison group of 52 within-UK adoptees, assessed at ages 6 and 11 years. I/O was rated using Rutter Scales completed by parents and teachers. I/O continued to be strongly associated with institutional deprivation, with continuities between ages 6 and 11 outcomes. There were higher rates of deprivation-related I/O in boys than girls, and I/O was strongly associated with conduct problems, disinhibited attachment and executive function but not IQ more generally, independently of gender. Deprivation-related I/O shares many common features with ADHD, despite its different etiology and putative developmental mechanisms. I/O is a persistent domain of impairment following early institutional deprivation of 6 months or more, suggesting there may be a possible pathway to impairment through some form of neuro-developmental programming during critical periods of early development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10