ADHD and Achievement
ADHD and Achievement
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多动症和成就
DOI：
--
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发表时间：
2007
影响因子：
3
通讯作者：
Marley W. Watkins
中科院分区：
文献类型：
--
作者：
T. Frazier;E. Youngstrom;J. Glutting;Marley W. Watkins
这篇文章介绍了两项相关研究的结果。第一项研究对1990年以来发表的文献进行了荟萃分析，以确定与注意力缺陷/多动障碍(ADHD)相关的成就问题的严重程度。患有和不患有ADHD的参与者之间的效应大小有显著差异(样本加权r=.32，样本加权d=。71；p=.001)。根据年龄、性别、成就领域(阅读、数学、拼写)、测量方法(标准化考试与年级、家长/教师评分等)、样本类型(临床与非临床)以及用于识别ADHD的系统(DSM-III-R与DSM-IV)的调节因素来检查效果。主持人的比较出现了显著的差异。第二项研究使用第一项研究的平均效应大小作为比较的基线，调查了患有ADHD的未被研究的年龄组，即大学生的成就水平。与以前在大学层面的研究不同，样本同时包括了学生和家长的评分(N=380个二元)。这一结果与针对大学生和成年人的荟萃分析结果具有可比性。分析表明，从一年到一年级末的预测效度不高(R=0.21)，但有意义。然而，与早期对儿童和青少年的研究不同，学生评分与家长评分一样具有预测性。研究结果从调节变量对ADHD和成绩的影响的角度进行了讨论。
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement.
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DOI：
10.1097/01.chi.0000128796.84202.eb
发表时间：
2004-07-01
影响因子：
13.3
作者：
Hechtman, L;Abikoff, H;Pollack, S
通讯作者：
Pollack, S
DOI：
10.1097/00004583-199807000-00008
发表时间：
1998-07-01
影响因子：
13.3
作者：
Lahey, BB;Pelham, WE;Baumann, B
通讯作者：
Baumann, B
影响因子：
--
作者：
S. Mannuzza;R. Klein;Abrah Bessler;P. Malloy;Maria C Lapadula
通讯作者：
S. Mannuzza;R. Klein;Abrah Bessler;P. Malloy;Maria C Lapadula
DOI：
10.1176/ajp.151.11.1673
发表时间：
1994-10
期刊：
The American journal of psychiatry
影响因子：
--
作者：
B. Lahey;B. Applegate;K. McBurnett;J. Biederman;L. Greenhill;G. Hynd;R. Barkley;J. Newcorn;P. Jensen;J. Richters;B. Garfinkel;Lynn Kerdyk;P. Frick;T. Ollendick;D. Perez;E. L. Hart;I. Waldman;D. Shaffer
通讯作者：
B. Lahey;B. Applegate;K. McBurnett;J. Biederman;L. Greenhill;G. Hynd;R. Barkley;J. Newcorn;P. Jensen;J. Richters;B. Garfinkel;Lynn Kerdyk;P. Frick;T. Ollendick;D. Perez;E. L. Hart;I. Waldman;D. Shaffer
根据研究标准定义，对伴有或不伴有多动症的注意力缺陷障碍进行综合评估。
影响因子：
5.9
作者：
Barkley,RA;DuPaul,GJ;McMurray,MB
通讯作者：
McMurray,MB