Childhood Trajectories of Inattention and Hyperactivity and Prediction of Educational Attainment in Early Adulthood: A 16-Year Longitudinal Population-Based Study
Childhood Trajectories of Inattention and Hyperactivity and Prediction of Educational Attainment in Early Adulthood: A 16-Year Longitudinal Population-Based Study
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DOI：
10.1176/appi.ajp.2011.10121732
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发表时间：
2011-11-01
影响因子：
17.7
通讯作者：
Cote, Sylvana M.
中科院分区：
文献类型：
--
作者：
Pingault, Jean-Baptiste;Tremblay, Richard E.;Cote, Sylvana M.
目的：文献清楚地记录了心理健康问题，特别是注意力缺陷多动障碍(ADHD)和教育程度之间的联系。然而，在前瞻性研究中，注意力不集中和多动症通常不会被独立地考虑。本研究的目的是区分注意力不集中和多动症状对教育成就的独特、相加或交互作用。方法：作者从具有代表性的加拿大儿童样本中随机选择2,000名参与者，使用年度评估方法估计6-12岁儿童注意力不集中和多动的发展轨迹。结果：在6~12岁年龄段观察到4个注意力不集中轨迹和4个多动轨迹。在控制了多动和其他混杂变量后，高注意力轨迹(与低注意力相比)强烈预测22-23岁没有高中文凭(优势比=7.66，95%可信区间[CI]=5.06-11.58)。在较小程度上，注意力不集中的下降或上升轨迹也有显著贡献(优势比为2.6 7[95%CI=1.9~3.751和3.87[95%CI=2.75~5.45])。在考虑注意力不集中的情况下，多动症并不是一个显著的预测因子。结论：小学期间的注意力不集中而不是多动症显著地预测了长期教育成就。有注意力问题的儿童，无论是多动症，都需要在发育早期进行预防性干预。
Objective: Literature clearly documents the association between mental health problems, particularly attention deficit hyperactivity disorder (ADHD), and educational attainment. However, inattention and hyperactivity are generally not considered independently from each other in prospective studies. The aim of the present study was to differentiate the unique, additive, or interactive contributions of inattention and hyperactivity symptoms to educational attainment.Method: The authors randomly selected 2,000 participants from a representative sample of Canadian children and estimated developmental trajectories of inattention and hyperactivity between the ages of 6 and 12 years using yearly assessments. High school graduation status, at age 22-23 years, was obtained from official records.Results: Four trajectories of inattention and four trajectories of hyperactivity were observed between the ages of 6 and 12 years. After controlling for hyperactivity and other confounding variables, a high inattention trajectory (compared with low inattention) strongly predicted not having a high school diploma at 22-23 years of age (odds ratio=7.66, 95% confidence interval [CI]=5.06-11.58). To a lesser extent, a declining or rising trajectory of inattention also made a significant contribution (odds ratios of 2.67 [95% CI=1.90-3.751 and 3.87 [95% CI=2.75-5.45], respectively). Hyperactivity was not a significant predictor once inattention was taken into account.Conclusions: Inattention rather than hyperactivity during elementary school significantly predicts long-term educational attainment. Children with attention problems, regardless of hyperactivity, need preventive intervention early in their development.