Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children
Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children
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DOI：
10.1037/0022-006x.72.5.757
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发表时间：
2004-10-01
影响因子：
5.9
通讯作者：
Faraone, SV
中科院分区：
文献类型：
--
作者：
Biederman, J;Monuteaux, MC;Faraone, SV
在注意力缺陷多动障碍（ADHD）儿童和青少年中检查执行功能缺陷（EFD）和功能结果之间的关联。参与者是患有ADHD（n = 259）和未患有ADHD（n = 222）的儿童和青少年，如儿科和精神科诊所所确定的。作者将EFD定义为至少2项执行功能指标受损。ADHD儿童和青少年的EFD明显多于对照组。与（a）单纯ADHD、（B）受控社会经济地位、（c）学习障碍和（d）智商相比，ADHD伴EFD与成绩保持风险增加和学业成绩下降相关。在社会功能或精神共病方面没有发现差异。患有ADHD和EFDs的儿童和青少年被发现在学业功能方面存在显著障碍的高风险。这些结果支持筛查ADHD儿童的EFD，以防止学业失败。
The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.