Predictors of Hyperactive-Impulsive-Inattention and Conduct Problems: A Comparative Follow-Back Investigation

Autor/inn/en	Gresham, Frank M.; Lane, Kathleen L.; Beebe-Frankenberger, Margaret
Titel	Predictors of Hyperactive-Impulsive-Inattention and Conduct Problems: A Comparative Follow-Back Investigation
Quelle	In: Psychology in the Schools, 42 (2005) 7, S.721-736 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20117
Schlagwörter	Teaching Methods; Grade 4; Grade 6; Underachievement; Hyperactivity; Attention Deficit Disorders; Behavior Patterns; Academic Failure; Standardized Tests; Behavior Problems; Interpersonal Competence; Academic Achievement; Self Concept; Intervention; Prevention; High Risk Students; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Performance deficiency; Leistungsschwäche; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Standadised tests; Standardisierter Test; Interpersonale Kompetenz; Schulleistung; Selbstkonzept; Prävention; Vorbeugung; Problemschüler
Abstract	Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity-impulsivity-inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth-grade students with HIA + CP (n = 61), HIA-only (n = 29), and CP-only (n = 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP-only groups. By Grade 6, the HIA-only and HIA + CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10