Swipe om te navigeren naar een ander artikel
The online version of this article (doi:10.1007/s10802-016-0126-z) contains supplementary material, which is available to authorized users.
Children with attention-deficit/hyperactivity disorder (ADHD) are known to exhibit significantly lower academic and social functioning than other children. Yet the field currently lacks knowledge about specific impairment trajectories experienced by children with ADHD, which may constrain early screening and intervention effectiveness. Data were analyzed from a nationally representative U.S. cohort in the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K) for 590 children (72.7 % male) whose parents reported a formal diagnosis of ADHD. Children’s math, reading, and interpersonal skills were assessed at 5 time points between kindergarten and fifth grade. Growth mixture model analyses indicated 4 latent trajectory classes for reading, 8 classes for math, and 4 classes for interpersonal skills. Membership in reading and math trajectory classes was strongly related; overlaps with interpersonal skills classes were weaker. Trajectory class membership was correlated with demographic characteristics and behavioral functioning. Children with ADHD display substantial heterogeneity in their reading, math, and interpersonal growth trajectories, with some groups of children especially likely to display relatively severe levels of academic and social impairment over time. Early screening and intervention to address impairment, particularly reading difficulties, among kindergarten students with ADHD is warranted.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Supplementary materials Table 1 (DOCX 31 kb)10802_2016_126_MOESM1_ESM.docx
Supplementary materials Table 2 (DOCX 26 kb)10802_2016_126_MOESM2_ESM.docx
Supplementary materials Table 3 (DOCX 32 kb)10802_2016_126_MOESM3_ESM.docx
Supplementary materials Table 4 (DOCX 37 kb)10802_2016_126_MOESM4_ESM.docx
Acosta, M.T., Castellanos, F.X., Bolton, K.L., Balog, J.Z., Eagen, P., Nee, L., … Muenke, M. (2008). Latent class subtyping of attention-deficit/hyperactivity disorder and comorbid conditions. Journal of the American Academy of Child & Adolescent Psychiatry, 47, 797–807.
American Academy of Pediatrics. (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 128, 1007–1022. CrossRef
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: Author.
Arnold, L.E., Ganocy, S.J., Mount, K., Youngstrom, E.A., Frazier, T., Fristad, M., …. Marsh, L. (2014). Three-year latent class trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms in a clinical sample not selected for ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 53, 745 –760.
Barkley, R. A. (Ed.). (2015). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford.
Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2006). Young adult outcome of hyperactive children: adaptive functioning in major life activities. Journal of the American Academy of Child and Adolescent Psychiatry, 45, 192–202. doi: 10.1097/01.chi.0000189134.97436.e2. CrossRefPubMed
Biederman, J., Faraone, S. V., Monuteaux, M. C., & Grossbard, J. R. (2004). How informative are parent reports of Attention-Deficit/Hyperactivity Disorder symptoms for assessing outcome in clinical trials of long-acting treatments? A pooled analysis of parents’ and teachers’ reports. Pediatrics, 113, 1667–1671. CrossRefPubMed
Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177–195. CrossRef
Bussing, R., Mason, D., Leon, C., & Sinha, K. (2003). Agreement between CASA parent reports and provider records of children’s ADHD services. The Journal of Behavioral Health Services & Research, 30, 462–469. CrossRef
Bussing, R., Porter, P., Zima, B. T., Mason, D., Garvan, C., & Reid, R. (2012). Academic outcome trajectories of students with ADHD: does exceptional education status matter? Journal of Emotional and Behavioral Disorders, 20, 131–143. CrossRef
Chapman, J. W. (1988). Learning disabled children’s self-concepts. Review of Educational Research, 58, 347–371. CrossRef
Cogo-Moreira, H., Carvalho, C.A.F., Kida, A.d.S.B., de Avila, C.R.B., Salum, G.A., Moriyama, T.S., … Mari, J.d.J. (2013). Latent class analysis of reading, decoding, and writing performance using the Academic Performance Test: Concurrent and discriminating validity. Neuropsychiatric Disease and Treatment, 9, 1175 –1185.
Efron, D., Sciberras, E., Anderson, V., Hazell, P., Ukoumunne, O.C., Jongeling, B., … Nicholson, J.M. (2014). Functional status in children with ADHD at age 6–8: a controlled community study. Pediatrics, 134, e-992–e1000.
Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 43, 527–551. CrossRef
Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65. doi: 10.1177/00222194070400010401. CrossRefPubMed
Gresham, F., & Elliott, S. (1990). Social skills rating system. Circle Pines: American Guidance Services.
Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79, 192–227. CrossRefPubMed
Jordan, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: findings of a two-year longitudinal study. Journal of Educational Psychology, 94, 586–597. CrossRef
Kent, K. M., Pelham, W. E., Jr., Molina, B. S., Sibley, M. H., Waschbusch, D. A., Yu, J., … Karch, K.M. (2011). The academic experience of male high school students with ADHD. Journal of Abnormal Child Psychology, 39, 451–462. doi: 10.1007/s10802-010-9472-4.
Lin, Y., Morgan, P. L., Hillemeier, M., Cook, M., Maczuga, S., & Farkas, G. (2013). Reading, mathematics, and behavioral difficulties interrelate: evidence from a cross-lagged panel design and population-based sample of US upper elementary students. Behavioral Disorders, 38, 212–227. PubMedPubMedCentral
Ma, X. (2001). Stability of school academic performance across subject areas. Journal of Educational Measurement, 38, 1–18. CrossRef
Mandeville, G. K., & Anderson, L. W. (1987). The stability of school effectiveness indices across grade levels and subject areas. Journal of Educational Measurement, 24, 203–216. CrossRef
Massetti, G. M., Lahey, B. B., Pelham, W. E., Loney, J., Ehrhardt, A., Lee, S. S., & Kipp, H. (2008). Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4–6 years of age. Journal of Abnormal Child Psychology, 36, 399–410. CrossRefPubMed
McKeown, R. E., Holbrook, J. R., Danielson, M. L., Cuffe, S. R., Wolraich, M. L., & Visser, S. N. (2015). The impact of case definition on attention-deficit/hyperactivity disorder prevalence estimates in community-based samples of school-aged children. Journal of the American Academy of Child and Adolescent Psychiatry, 54, 53–61. CrossRefPubMed
Molina, B.S.G., Hinshaw, S.P., Swanson, J.M., Arnold, L.E., Vitiello, B., Jensen, P.S., …. MTA Cooperative Group (2009). MTA at 8 years: prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 484–500.
Nagin, D. S. (2005). Group-based modeling of development. Cambridge: Harvard University Press. CrossRef
Neuman, R.J., Todd, R.D., Heath, A.C., Reich, W., Hudziak, J.J., Bucholz, K.K., … Reich, T. (1999). Evaluation of ADHD typology in three contrasting samples: a latent class approach. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 25 –33.
Ostrander, R., Herman, K., Sikorski, J., Mascendaro, P., & Lambert, S. (2008). Patterns of psychopathology in children with ADHD: a latent profile analysis. Journal of Clinical Child & Adolescent Psychology, 37, 833–847. CrossRef
Tourangeau, K., Nord, C., Le, T., Sorongon, A., & Najarian, M. (2009). Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K): Combined user’s manual for the ECLS-K eighth-grade and K-8 full sample data files and electronic codebooks (NCES 2009-004). Washington: US Department of Education.
U.S. Department of Education, National Center for Education Statistics (2002). Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K), psychometric report for kindergarten through first grade (NCES 2002–05). Washington, DC: Author.
Visser, S.N., Danielson, M.L., Bitsko, R.H., Holbrook, J.R., Kogan, M.D., Ghandour, R.M., … Blumberg, S.J. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003–2011. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 34 –46.
- Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade
George J. DuPaul
Paul L. Morgan
Marianne M. Hillemeier
- Springer US