Academic Achievement over 8 Years among Children Who Met Modified Criteria for Attention-Deficit/Hyperactivity Disorder at 4-6 Years of Age

Autor/inn/en	Massetti, Greta M.; Lahey, Benjamin B.; Pelham, William E.; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S.; Kipp, Heidi
Titel	Academic Achievement over 8 Years among Children Who Met Modified Criteria for Attention-Deficit/Hyperactivity Disorder at 4-6 Years of Age
Quelle	In: Journal of Abnormal Child Psychology, 36 (2008) 3, S.399-410 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-007-9186-4
Schlagwörter	Academic Achievement; Attention Deficit Disorders; Hyperactivity; Children; Longitudinal Studies; Intelligence; Learning Disabilities; Depression (Psychology); Anxiety; Comparative Analysis; Predictive Validity; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Schulleistung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligenz; Klugheit; Learning handicap; Lernbehinderung; Angst; Psychiatrische Symptomatik
Abstract	The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10