Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress

Merrell, Christine; Tymms, Peter

doi:10.1348/000709901158389

Cited by 186 publications

(167 citation statements)

References 10 publications

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“…Being rated as severely inattentive at a young age does not determine a child's progress; it simply suggests that academic progress is likely to be less than his or her peers with no behavioural difficulties. For example, there will have been some variation in the reliability of teachers' ratings as suggested by Merrell and Tymms (2001) and more consistent ratings might reduce the apparent variation in progress. On the other hand, a child's behaviour in the first year of school is likely to change; some children will have taken longer than others to settle into the school environment and may have displayed behavioural symptoms for that reason.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers rated each pupil's behaviour on a yes/no scale for each criterion and were asked to consider a criterion met only if the behaviour has persisted for at least six months and is considerably more frequent than that of most other children of the same gender and developmental level. Information about the reliability and validity of this scale can be found in Merrell and Tymms (2001).…”

Section: Behaviour At the End Of The First School Yearmentioning

confidence: 99%

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A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11

Merrell

Sayal

Tymms

et al. 2017

Learning and Individual Differences

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. (2017) 'A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11. ', Learning and individual dierences., Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Discussionmentioning

confidence: 99%

Section: Behaviour At the End Of The First School Yearmentioning

confidence: 99%

A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11

Merrell

Sayal

Tymms

et al. 2017

Learning and Individual Differences

View full text Add to dashboard Cite

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“…Indeed, reading difficulties and CD were shown to be unrelated except by their common correlation with the attention deficits reported in ADHD (Rapport, Scanlan & Denney, 1999;Carroll, Maughan, Goodman & Meltzer, 2004). Furthermore, despite the well-documented association between ADHD and reading problems (Merrell & Tymms, 2001;Hinshaw, 1992), a growing literature has documented that it is the inattentive subtype of ADHD, when compared with the hyperactive subtype, which correlates more strongly with the reading difficulties of school-aged children (Willcutt & Pennington, 2000a;McGee, Prior, Williams, Smart & Sanson, 2002). Importantly, longitudinal studies have presented evidence that inattentive behavior during kindergarten predicted reading achievement by the end of elementary school (Duncan et al, 2007;Rabiner & Coie, 2000), and that inattention reported at elementary school significantly predicted long-term educational attainment at age 22-23 (Pingault et al, 2011).…”

Section: Introductionmentioning

confidence: 94%

Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade

Câmara-Costa

Perdry

Soria

et al. 2013

Research in Developmental Disabilities

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“…The potential adverse consequences of ADHD include the development of additional disorders, educational problems including academic underachievement, difficulties with social relationships, employment problems, and criminal activity [2][3][4][5][6]. It is therefore important that children with, or at risk of, ADHD are appropriately identified and they and their caregivers are able to access appropriate interventions and support.…”

Section: Introductionmentioning

confidence: 99%

Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

Sayal

Mills

White

et al. 2014

Eur Child Adolesc Psychiatry

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(2015) 'Predictors of and barriers to service use for children at risk of ADHD : longitudinal study.', European child adolescent psychiatry., 24 (5).pp. 545-552. Further information on publisher's website:http://dx.doi.org/10.1007/s00787-014-0606-z Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s00787-014-0606-z. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. MethodsThis is a five year follow-up study of children who participated in a cluster randomised controlled trial, which investigated school-level interventions (provision of books with evidence-based information and/or feedback of names of children) for children at risk of ADHD. 162 children who had high levels of ADHD symptoms at age 5 (baseline) were followed up at age 10 years. Using baseline data and follow-up information collected from parents and teachers, children who had and had not used specialist health services over the follow-up period were compared and predictors (symptom severity, comorbid problems, parental perception of burden, parental mental health, and socio-demographic factors) of specialist service use investigated. ResultsThe most common parent-reported barrier reflected lack of information about who could help. Amongst children using specialist health services who met criteria for ADHD at followup, 36% had been prescribed stimulant medication. Specialist health service use was associated with each one-point increase in teacher-rated symptoms at baseline (inattention symptoms (adjusted OR = 1.40; 95% CI 1.12-1.76) and hyperactivity/impulsivity symptoms (adjusted OR = 1.23; 95% CI 1.05-1.44)). Parental mental health problems were also independently associated with service use (for each one-point increase in symptoms, adjusted OR = 1.41; 95% CI 1.04-1.91). ConclusionsSeverity of teacher-rated ADHD symptoms in early school years is a determinant of subsequent service use. Clinicians and teachers should be aware that parental mental health problems are independently associated with service use for children at risk of ADHD.

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Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress

Cited by 186 publications

References 10 publications

A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11

A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11

Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade

Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

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