Skip to main content
Top
Gepubliceerd in: Journal of Abnormal Child Psychology 7/2016

11-01-2016

Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade

Auteurs: George J. DuPaul, Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 7/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

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.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference 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. 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.
go back to reference 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 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
go back to reference American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: Author. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: Author.
go back to reference Angold, A., Costello, E. J., Farmer, E. M., Burns, B. J., & Erkranli, A. (1999). Impaired but undiagnosed. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 129–137.CrossRefPubMed Angold, A., Costello, E. J., Farmer, E. M., Burns, B. J., & Erkranli, A. (1999). Impaired but undiagnosed. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 129–137.CrossRefPubMed
go back to reference 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. 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, 745760.
go back to reference Barkley, R. A. (Ed.). (2015). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford. Barkley, R. A. (Ed.). (2015). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford.
go back to reference Biederman, J., Faraone, S. V., Milberger, S., & Doyle, A. (1993). Diagnoses of Attention-Deficit Hyperactivity Disorder from parent reports predict diagnoses based on teacher reports. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 315–317.CrossRefPubMed Biederman, J., Faraone, S. V., Milberger, S., & Doyle, A. (1993). Diagnoses of Attention-Deficit Hyperactivity Disorder from parent reports predict diagnoses based on teacher reports. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 315–317.CrossRefPubMed
go back to reference 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 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
go back to reference Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177–195.CrossRef Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177–195.CrossRef
go back to reference 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., 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
go back to reference 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 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
go back to reference Chapman, J. W. (1988). Learning disabled children’s self-concepts. Review of Educational Research, 58, 347–371.CrossRef Chapman, J. W. (1988). Learning disabled children’s self-concepts. Review of Educational Research, 58, 347–371.CrossRef
go back to reference 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. 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, 11751185.
go back to reference Durand, M., Hulme, C., Larking, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology, 91, 113–136.CrossRefPubMed Durand, M., Hulme, C., Larking, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology, 91, 113–136.CrossRefPubMed
go back to reference 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. 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.
go back to reference Elia, J., Arcos-Burgos, M., Bolton, K. L., Ambrosini, P. J., Berrettini, W., & Muenke, M. (2009). ADHD latent class clusters: DSM-IV subtypes and comorbidity. Psychiatry Research, 170, 192–198.CrossRefPubMedPubMedCentral Elia, J., Arcos-Burgos, M., Bolton, K. L., Ambrosini, P. J., Berrettini, W., & Muenke, M. (2009). ADHD latent class clusters: DSM-IV subtypes and comorbidity. Psychiatry Research, 170, 192–198.CrossRefPubMedPubMedCentral
go back to reference 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 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
go back to reference 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 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/​0022219407040001​0401.CrossRefPubMed
go back to reference Gresham, F., & Elliott, S. (1990). Social skills rating system. Circle Pines: American Guidance Services. Gresham, F., & Elliott, S. (1990). Social skills rating system. Circle Pines: American Guidance Services.
go back to reference Grimm, K. J. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33, 410–426.CrossRefPubMed Grimm, K. J. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33, 410–426.CrossRefPubMed
go back to reference 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 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
go back to reference 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 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
go back to reference 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. 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.
go back to reference Larsson, H., Dilshad, R., Lichtenstein, P., & Barker, E. D. (2011). Developmental trajectories of DSM-IV symptoms of attention-deficit/hyperactivity disorder: genetic effects, family risk and associated psychopathology. Journal of Child Psychology and Psychiatry, 52, 954–963.CrossRefPubMed Larsson, H., Dilshad, R., Lichtenstein, P., & Barker, E. D. (2011). Developmental trajectories of DSM-IV symptoms of attention-deficit/hyperactivity disorder: genetic effects, family risk and associated psychopathology. Journal of Child Psychology and Psychiatry, 52, 954–963.CrossRefPubMed
go back to reference 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 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
go back to reference Ma, X. (2001). Stability of school academic performance across subject areas. Journal of Educational Measurement, 38, 1–18.CrossRef Ma, X. (2001). Stability of school academic performance across subject areas. Journal of Educational Measurement, 38, 1–18.CrossRef
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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
go back to reference 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. 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.
go back to reference Morgan, P. L., Farkas, G., Tufis, P. S., & Sperling, R. S. (2008). Are reading and behavioral problems risk factors for each other? Journal of Learning Disabilities, 41, 417–436.CrossRefPubMedPubMedCentral Morgan, P. L., Farkas, G., Tufis, P. S., & Sperling, R. S. (2008). Are reading and behavioral problems risk factors for each other? Journal of Learning Disabilities, 41, 417–436.CrossRefPubMedPubMedCentral
go back to reference Morgan, P. L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306–321.CrossRefPubMed Morgan, P. L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306–321.CrossRefPubMed
go back to reference Morgan, P. L., Farkas, G., & Maczuga, S. (2012). Do poor readers feel angry, sad, and unpopular? Scientific Studies of Reading, 16, 360–381.CrossRefPubMed Morgan, P. L., Farkas, G., & Maczuga, S. (2012). Do poor readers feel angry, sad, and unpopular? Scientific Studies of Reading, 16, 360–381.CrossRefPubMed
go back to reference Nagin, D. S. (2005). Group-based modeling of development. Cambridge: Harvard University Press.CrossRef Nagin, D. S. (2005). Group-based modeling of development. Cambridge: Harvard University Press.CrossRef
go back to reference 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. 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, 2533.
go back to reference 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 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
go back to reference Stanovich, K. E. (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154–177.CrossRefPubMed Stanovich, K. E. (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154–177.CrossRefPubMed
go back to reference 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. 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.
go back to reference 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. 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.
go back to reference 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. 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, 3446.
go back to reference Volk, H. E., Todorov, A. A., Hay, D. A., & Todd, R. D. (2009). Simple identification of complex ADHD subtypes using current symptom counts. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 441–450.CrossRefPubMed Volk, H. E., Todorov, A. A., Hay, D. A., & Todd, R. D. (2009). Simple identification of complex ADHD subtypes using current symptom counts. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 441–450.CrossRefPubMed
Metagegevens
Titel
Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade
Auteurs
George J. DuPaul
Paul L. Morgan
George Farkas
Marianne M. Hillemeier
Steve Maczuga
Publicatiedatum
11-01-2016
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 7/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-016-0126-z

Andere artikelen Uitgave 7/2016

Journal of Abnormal Child Psychology 7/2016 Naar de uitgave