Swipe om te navigeren naar een ander artikel
This study was supported by grant AA11873 from the National Institute of Alcohol Abuse and Alcoholism. Research was also supported in part by AA00202, AA08746, AA12342, AA0626, and grants from the National Institute on Drug Abuse (DA12414, DA05605, F31 DA017546), the National Institute on Mental Health (MH12010, MH4815, MH47390, MH45576, MH50467, MH53554, MH069614), the National Institute of Environmental Health Sciences (ES0515-08), and Institute of Education Sciences (IESLO3000665A, IESR324B060045).
This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Babinski, D. E., Pelham, W. E., Molina, B. S. G., Gnagy, E. M., Waschbusch, D. A., MacLean, M. G., et al. (2010). Late adolescent and young adult outcomes of childhood ADHD in females: an exploratory investigation. Journal of Attention Disorders.
Barkley, R. A., Murphy, K. R., & Fischer, M. (2007). ADHD in adults: What the science says. New York: Guilford.
Bennett, K. J., Brown, K. S., Boyle, M., Racine, Y., & Offord, D. (2003). Does low reading achievement at school entry cause conduct problems? Social Science & Medicine, 56, 2443–2448. CrossRef
Biederman, J., Faraone, S. V., Milberger, S., Guite, J., Mick, E., Chen, L., et al. (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity and related disorders. Archives of General Psychiatry, 53, 437–446. PubMed
Breland, H., Maxey, J., Gernand, R., Cumming, T., & Trapani, C. (2002). Trends in college admission 2000: A report of a national survey of undergraduate admissions policies, practices, and procedures. Retrieved May 27, 2009, from the Association for Institutional Research Web site: http://www.airweb.org/.
Claude, D., & Firestone, P. (1995). The development of ADHD boys: a 12-year follow-up. Canadian Journal of Behavioural Science, 27, 226–249.
Evans, S. W., Pelham, W. E., Smith, B. H., Bukstein, O., Gnagy, E. M., Greiner, A. R., et al. (2001). Dose-response effects of methylphenidate on ecologically valid measures of academic performance and classroom behavior in adolescents with ADHD. Experimental and Clinical Psychopharmacology, 9, 163–175. CrossRefPubMed
Evans, S. W., Timmins, B., Sibley, M., White, L. C., Serpell, Z. N., & Schultz, B. (2006). Developing coordinated, multimodal, school-based treatments for young adolescents with ADHD. Education & Treatment of Children, 29, 359–378.
Evans, S. W., Schultz, B. K., White, L. C., Brady, C., Sibley, M. H., & Van Eck, K. (2009). A school-based organization intervention for young adolescents with Attention Deficit/Hyperactivity Disorder. School Mental Health, 1, 78–88. CrossRef
Finn, J. D. (2006). The adult lives of at-risk students: The roles of attainment and engagement in high school (NCES 2006-328). Washington: U.S. Department of Education. National Center for Education.
Hickman, G. P., Bartholomew, M., & Mathwig, J. (2008). Differing developmental pathways of high school graduates and dropouts. Journal of Educational Research, 102, 3–14. CrossRef
Janosz, M. J., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts: a typological approach with two longitudinal samples. Journal of Educational Psychology, 92, 171–190. CrossRef
Kaufman, P., Alt, M. N., & Chapman, C. (2004). Dropout rates in the United States: 2001 (NCES 2005- 046). U.S. Department of Education. National Center for Education Statistics. Washington: U.S. Government Printing Office.
Lamdin, D. J. (1996). Evidence of school attendance as an independent variable in education production functions. Journal of Educational Research, 89, 155–162. CrossRef
Loeber, R., Keenan, K., & Zhang, Q. (1997). Boys’ experimentation and persistence in developmental pathways toward serious delinquency. Journal of Child and Family Studies, 6, 321–357. CrossRef
Molina, B. S. G., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., et al. (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. CrossRefPubMed
Nagelkerke, N. J. D. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78, 691–692. CrossRef
National Center for Educational Statistics (2006). Economic outcomes of high school completers and noncompleters 8 years later. Institute of Education Sciences.
Office of Applied Studies. (2003). Results from the 2002 National Survey on Drug Use and Health: National findings (DHHS Publication No. SMA 03–3836, NHSDA Series H–22). Rockville: Substance Abuse and Mental Health Services Administration.
Office of Support Services, Pittsburgh Board of Education (2006). Student guide to graduation requirements.
Ou, S., & Reynolds, A. J. (2008). Predictors of educational attainment in the Chicago longitudinal study. School Psychology Quarterly, 23, 199–229. CrossRef
Pelham, W. E., & Hoza, B. (1996). Intensive treatment: A summer treatment program for children with ADHD. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (pp. 311–340). Washington: American Psychological Association. CrossRef
Power, T. J., Werba, B. E., Watkins, M. W., Angelucci, J. G., & Eiraldi, R. B. (2006). Patterns of parent-rated homework problems among ADHD-referred and non-referred children. School Psychology Quarterly, 21, 13–33. CrossRef
Robin, A. L. (1998). ADHD in adolescents: Diagnosis and treatment. New York: Guilford.
Sattler, J. M. (2001). Assessment of children. Cognitive Applications (4th ed.). San Diego: Jerome M. Sattler, Publisher, Inc.
Sibley, M. H. Pelham, W. E., Evans, S. W., Gnagy, E. M., Ross, J. M., & Greiner, A. R. (2010a). Preliminary efficacy of a summer treatment program for adolescents with attention deficit/hyperactivity disorder. Cognitive and Behavioral Practice.
Sibley, M. H., Pelham, W. E., Molina, B. S. G., Gnagy, E. M., Waschbusch, D. A., Biswas, A., et al. (2010b). The delinquency outcomes of boys with ADHD with and without comorbidity. Journal of Abnormal Child Psychology.
Thornberry, T. P., Moore, M., & Christenson, R. L. (1985). The effect of dropping out of high school on subsequent criminal behavior. Criminology, 23, 3–18. CrossRef
U.S. Department of Education, National Center for Education Statistics (1995). The condition of education, 1995. Washington, D.C.
Wechsler, D. (1981). Wechsler adult intelligence scale-revised. San Antonio: The Psychological Corporation, Harcourt Brace Jovanovich, Inc.
Wechsler, D. (1991). Wechsler intelligence scale for children (3rd ed.). San Antonio: The Psychological Corporation, Harcourt Brace Jovanovich, Inc.
- The Academic Experience of Male High School Students with ADHD
Kristine M. Kent
William E. Pelham Jr.
Brooke S. G. Molina
Margaret H. Sibley
Daniel A. Waschbusch
Elizabeth M. Gnagy
Dara E. Babinski
Kathryn M. Karch
- Springer US