Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories.
Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories.
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患有和不患有儿童注意力缺陷/多动障碍（ADHD）的青少年的高等教育入学之路：症状和学业轨迹的纵向分析。
DOI：
10.1111/cdev.13807
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发表时间：
2022
影响因子：
4.6
通讯作者：
Howard,AndreaL
中科院分区：
文献类型：
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作者：
DiLonardoBurr,SabrinaM;LeFevre,Jo-Anne;Arnold,LEugene;Epstein,JeffreyN;Hinshaw,StephenP;Molina,BrookeSG;Hechtman,Lily;Hoza,Betsy;Jensen,PeterS;Vitiello,Benedetto;PelhamJr,WilliamE;Howard,AndreaL
我们检查了患有和未患有 ADHD 的青少年（无论是否接受高等教育）的注意力缺陷/多动障碍 (ADHD) 症状的发展轨迹、标准化成绩和学校表现（PSE；N = 749；79% 男孩；63% 白人，17% 非西班牙裔黑人，10% 西班牙裔和 10% 其他种族）。在一项多中心研究（在纽约、北卡罗来纳州、宾夕法尼亚州、加利福尼亚州和魁北克进行招募）中，参与者最初于 1994 年至 1998 年期间入组，年龄为 7 至 9.9 岁，并随访至 2012 年（最终随访时 Mage= 25 岁）。最终参加 PSE 的青少年症状较轻，但差异不大，而且随着时间的推移，轨迹相似。对于所有青少年来说，从 9 岁到 17 岁，标准化成绩轨迹下降了标准差的三分之二。到高中结束时，最终参加 PSE 的患有 ADHD 的青少年的平均 GPA 比未参加 PSE 的青少年高四分之三。总体而言，对于了解多动症青少年的最终入学情况，学校表现比学业成绩更重要。
We examined developmental trajectories of attention‐deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE;N= 749; 79% boys; 63% White, 17% non‐Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage= 25 at final follow‐up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD.