Attention-deficit/hyperactivity disorder severity, diagnosis, & later academic achievement in a national sample

详细信息    查看全文

• 作者：Jayanti Owens^a ; ^{jayanti_owens@brown.edu} ; Heide Jackson^b
• 关键词：Child health ; Mental health ; Attention-deficit/hyperactivity disorder (ADHD) ; Behavioral development ; Cognitive development ; Academic achievement ; Education ; Stigma
• 刊名：Social Science Research
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：61
• 期：Complete
• 页码：251-265
• 全文大小：741 K
• 卷排序：61

文摘

Although 11% (6.4 million) American children are diagnosed with attention deficit/hyperactivity disorder (ADHD), the role of ADHD severity in shaping the association between ADHD diagnosis and academic achievement is not understood. Using a nationally-representative sample of 7830 U.S. kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort, we use regression and propensity score matching to compare diagnosed (N = 350) and undiagnosed children who are cognitively, behaviorally, and demographically similar. Diagnosed children with less severe ADHD-related behaviors on average scored lower in reading (−0.30 SD) and math (−0.22 SD) than their undiagnosed peers – a difference two times larger than that between diagnosed and undiagnosed children with more severe ADHD-related behaviors. Pharmacological treatment did not attenuate most of this “diagnostic labeling effect” among children with less severe ADHD-related behaviors. Negative factors associated with an ADHD diagnosis may outweigh potential benefits for achievement among children with less severe ADHD-related behaviors, even those receiving treatment.