Long-term school outcomes for children with attention-deficit/hyperactivity disorder: A population-based perspective
Long-term school outcomes for children with attention-deficit/hyperactivity disorder: A population-based perspective
复制标题
DOI：
10.1097/dbp.0b013e31811ff87d
复制
发表时间：
2007-08-01
影响因子：
2.4
通讯作者：
Jacobsen, Steven J.
中科院分区：
文献类型：
--
作者：
Barbaresi, William J.;Katusic, Slavica K.;Jacobsen, Steven J.
目的：本研究的目的是比较患有注意力缺陷/多动障碍 (AD/HD) 的儿童与没有注意力缺陷/多动症 (AD/HD) 的儿童的长期学校成绩（阅读方面的学业成绩、缺勤、成绩保留和辍学）。方法：受试者包括来自 1976-1982 年人口出生队列 (N = 5718) 的 370 名研究确定患有 AD/HD 的儿童和来自同一出生队列的 740 名非 AD/HD 对照受试者，按性别和年龄进行匹配。所有受试者从出生起均进行回顾性随访，直至中位年龄 18.4 岁（AD/HD 病例）或 18.3 岁（非 AD/HD 对照）。对每个科目的完整学校记录进行审查，以获得有关阅读成绩（最后可获得的加州成绩测试阅读成绩）、缺勤（每个年级缺课天数/百分比）、成绩保留（必须在下一学年重复整个年级）和辍学（未能从高中毕业）的信息。结果：AD/HD 病例和非 AD/HD 对照组在 12.8 岁时的中位阅读成绩得分（以全国百分位数表示）存在显着差异（45 比 73）。患有 AD/HD 的男孩和女孩的结果相似。患有 AD/HD 的儿童缺勤天数的中位数百分比显着高于无 AD/HD 的儿童，尽管缺勤的绝对天数差异相对较小。患有 AD/HD 的受试者保留成绩的可能性是其三倍。同样，患有 AD/HD 的受试者在高中毕业前辍学的可能性 (22.9%) 是非 AD/HD 对照者 (10.0%) 的 2.7 倍。结论：这项基于人群的研究结果清楚地证明了 AD/HD 与长期不良学业成绩之间的关联。
Objective: The purpose of this study was to compare long-term school outcomes (academic achievement in reading, absenteeism, grade retention, and school dropout) for children with attention-deficit/hyperactivity disorder (AD/HD) versus those without AD/HD. Methods: Subjects included 370 children with research-identified AD/HD from a 1976-1982 population-based birth cohort (N = 5718) and 740 non-AD/HD control subjects from the same birth cohort, matched by gender and age. All subjects were retrospectively followed from birth until a median age of 18.4 years (AD/HD cases) or 18.3 years (non-AD/HD controls). The complete school record for each subject was reviewed to obtain information on reading achievement (last available California Achievement Test reading score), absenteeism (number/percentage of school days absent at each grade level), grade retention (having to repeat an entire grade in the subsequent school year), and school dropout (failure to graduate from high school). Results: Median reading achievement scores at age 12.8 years (expressed as a national percentile) were significantly different for AD/HD cases and non-AD/HD controls (45 vs 73). Results were similar for both boys and girls with AD/HD. Median percentage of days absent was statistically significantly higher for children with AD/HD versus those without AD/HD, although the difference was relatively small in absolute number of days absent. Subjects with AD/HD were three times more likely to be retained a grade. Similarly, subjects with AD/HD were 2.7 times more likely to drop out before high school graduation (22.9%) than non-AD/HD controls (10.0%). Conclusions: The results of this population-based study clearly demonstrate the association between AD/HD and poor long-term school outcomes.