Early Attention Problems and Children's Reading Achievement: A Longitudinal Investigation

Rabiner, David L.; Coie, John D.

doi:10.1097/00004583-200007000-00014

Cited by 247 publications

(237 citation statements)

References 13 publications

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“…For example, in a school sample of 7-16 year olds at baseline, Rapport et al (1999) found that teacher ratings of attention problems and hyperactivity predicted lower academic achievement in reading and mathematics 3 to 4 years later when controlling for both intelligence and teacher rated conduct problems. Similarly, Rabiner et al (2000) found that teacher ratings of attention problems, but not impulsivity-overactivity predicted reading achievement in fifth grade in a school sample, controlling for early reading achievement and intelligence. Fergusson and Horwood (1992) examined the relation between adult ratings of attention problems and academic achievement in children from 10 to 12 years of age.…”

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confidence: 87%

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

264

195

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The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors. KeywordsADHD; Academic achievement; learning disabilities; anxiety; depression; longitudinal outcomes One of the serious difficulties faced by youth who meet criteria for attention-deficit/ hyperactivity disorder (ADHD) is poor academic achievement (DeShazo Barry, Lyman, & Grofer Klinger, 2002;DuPaul, McGoey, Eckert, & Vanbrakle, 2001;Faraone et al., 1993;Frick et al., 1991;Lonigan et al., 1999;McGee, Williams, Share, Anderson, & Silva, 1986;Rapport, Scanlan, & Denney, 1999;Zentall, Smith, Lee, & Wieczorek, 1994). Although academic difficulties are one of the primary justifications for treating ADHD, much remains to be learned about the nature of the academic deficits of children with ADHD. Four issues are particularly important in considering the current data base regarding the academic deficits of children and adolescent with ADHD.Address all correspondence to Greta Massetti, Centers for Disease Control and Prevention, 4770 Buford Highway NE, Atlanta, GA 30341; (770) 488-1349; Fax (770) NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptFirst, because children who meet criteria for ADHD have lower intelligence scores than the population mean on average (August & Garfinkel, 1990;Faraone et al., 1993;Frazier, Demaree, & Youngstrom, 2004;Szatmari, Offord, Siegel, Finlayson, & Tuff, 1990), and because intelligence is highly correlated with standardized measures of reading and mathematics (Vanderwood, McGrew, Flanagan, & Keith, 2001), it is necessary to take intelligence into account when studying the academic achievement of children with ADHD. Similarly, because children with ADHD tend to exhibit more symptoms of psychopathology than children without ADHD, and these other forms of psychopathology may be associated with aca...

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mentioning

confidence: 87%

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

264

195

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“…Dois artigos selecionaram crianças com déficit de atenção e/ou hiperatividade (Rabiner & Coie, 2000;Velting & Grover, 1997) e três artigos selecionaram crianças com problemas de comportamento (Miles & Stipek, 2006;Normandeau & Guay, 1998;.…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Quatro artigos iniciam a sua avaliação no jardim da infância (Miles & Stipek, 2006;Normandeau & Guay, 1998;Rabiner & Coie, 2000;Velting & Grover, 1997). Um estudo inicia nos 4-8 meses .…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Os problemas emocionais e de comportamento de adolescentes se manifestam predominantemente na escola (McCall et al, 2000;Pisecco et al, 1996;; 4. TDAH prediz baixo desempenho em leitura (Biedermann et al, 1996;Latimer et al, 2003;Rabiner & Coie, 2000;Rapport et al, 1999); 5. Baixo desempenho em leitura é mais comum em meninos (McCall et al, 2000) e a associação de dificuldades de leitura com problemas de comportamento também é maior neste gênero ; 6.…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Baixo desempenho em leitura é mais comum em meninos (McCall et al, 2000) e a associação de dificuldades de leitura com problemas de comportamento também é maior neste gênero ; 6. O impacto dos problemas de comportamento no desempenho escolar depende do momento de escolarização (Miles & Stipek, 2006;Normandeau & Guay, 1998;Rabiner & Coie, 2000;Velting & Grover, 1997); 7. A criança com TDAH está mais exposta à instabilidade ambiental (Chadwick et al, 1999;Barkley et al, 1990;Biedermann et al, 1996;.…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

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Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

D'Abreu

Marturano

2010

Estud. psicol. (Natal)

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ResumoFoi feito um levantamento na literatura de estudos prospectivos e longitudinais investigando a associação entre problemas de comportamento externalizantes e baixo desempenho escolar no ensino fundamental, no período de 1990 a 2006. Por meio dos sistemas PsycInfo, Medline, Lilacs, Scielo e Web of Science, foram selecionados e adquiridos 18 artigos, classificados em quatro categorias: estudos com amostras clínicas; estudos comparando grupos com ou sem comorbidade; estudos que buscam testar modelos de trajetória de desenvolvimento; estudos sobre precursores da associação entre problemas de comportamento e baixo desempenho escolar. A análise dos artigos evidencia que a co-ocorrência de baixo desempenho escolar e problemas externalizantes sugere a influência de variáveis antecedentes, como condições adversas na família e baixo nível socioeconômico. Indica, ainda, que a associação traz mau prognóstico às crianças, como comorbidades com transtornos psiquiátricos, posteriores problemas acadêmicos e de comportamento anti-social, evidenciando a situação de risco psicossocial em que se encontram.Palavras-chave: baixo desempenho escolar; problemas de comportamento externalizantes; TDAH; estudo longitudinal. AbstractAssociation between externalizing behavior and underachievement: a review of prospective and longitudinal studies. A survey in the literature of prospective and longitudinal studies was made investigating the association between externalizing behavior and underachievement in the period of 1990-2006. It was used PsycInfo, Medline, Lilacs, Scielo and Web of Science systems and it was selected and acquired 18 articles, classified in four categories: studies with clinical samples; studies comparing groups with or without comorbidity; studies that try to establish or to test models of developmental trajectory; studies of precursors of the association between behavior problems and underachievement. The analysis of articles evidences that the co-occurrence of underachievement and externalizing behavior suggests the influence of antecedent variables, such as adverse conditions in the family and low socio-economic level. It indicates that the association brings bad prognostic to the children, such as comorbidity with psychiatric disorders, later academic problems, and antisocial behavior, evidencing the psychosocial risk situation in that they are.

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References

2012

Cognitive‐Behavioural Therapy for ADHD in Adolescents and Adults

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Early Attention Problems and Children's Reading Achievement: A Longitudinal Investigation

Abstract: Attention problems play an important role in the development of reading difficulties for some children, and screening for attention problems may help identify children at risk for reading difficulties.

Cited by 247 publications

References 13 publications

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

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