Academic Performance in ADHD when Controlled for Comorbid Learning Disorders, Family Income, and Parental Education in Brazil

Autor/inn/en	Carmine Pastura, Giuseppe Mario; Mattos, Paulo; Campos Araujo, Alexandra Prufer de Queiroz
Titel	Academic Performance in ADHD when Controlled for Comorbid Learning Disorders, Family Income, and Parental Education in Brazil
Quelle	In: Journal of Attention Disorders, 12 (2009) 5, S.469-473 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054708320401
Schlagwörter	Family Income; Underachievement; Economically Disadvantaged; Academic Achievement; Attention Deficit Hyperactivity Disorder; Foreign Countries; Children; Adolescents; Educational Attainment; Parent Influence; Learning Disabilities; Comparative Analysis; Language Arts; Reading Achievement; Mathematics Achievement; Scores; Incidence; Attention Span; Elementary School Students; Brazil + Suchen Sie Ihr Suchwort? Familieneinkommen; Performance deficiency; Leistungsschwäche; Schulleistung; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsabschluss; Bildungsgut; Learning handicap; Lernbehinderung; Sprachkultur; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkommen; Brasilien
Abstract	Objective: Scholastic achievement in a nonclinical sample of ADHD children and adolescents was evaluated taking into consideration variables such as comorbid learning disorders, family income, and parental education which may also be associated with poor academic performance. Method: After screening for ADHD in 396 students, the authors compared academic performance of 26 ADHD individuals and 31 controls paired for gender, age, and intelligence level considering both mathematics and Portuguese language scores. Learning disorders were investigated and the "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.; "DSM-IV" ) criteria were met using structured interviews. Results: The prevalence of academic underachievement was 2.98 times higher in students with ADHD, the most frequent subtype being predominantly inattentive. Parental educational level, family income, and comorbid learning disorders could not explain the discrepancies between ADHD students and controls. Conclusions: ADHD seems to be associated with poor academic performance even in the absence of comorbid learning disorders, lower family income, and parental educational level. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10