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Betancourt JL, Alderson RM, Roberts DK, Bullard CC. Self-esteem in children and adolescents with and without attention-deficit/hyperactivity disorder: A meta-analytic review. Clin Psychol Rev 2024; 108:102394. [PMID: 38286088 DOI: 10.1016/j.cpr.2024.102394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Accepted: 01/18/2024] [Indexed: 01/31/2024]
Abstract
Meta-analytic methods were used to examine global and domain-specific (i.e., academic, social, behavioral) self-esteem in children and adolescents with and without ADHD. Potential moderators of effect size heterogeneity were also examined via meta-regressions within a three-level approach. Findings from 49 aggregated global self-esteem effect sizes (ADHDN = 2500, TDN = 9448), 12 academic self-esteem effect sizes (ADHDN = 386, TDN = 315), 11 social self-esteem effect sizes (ADHDN = 258, TDN = 254), and 8 behavioral self-esteem effect sizes (ADHDN = 231, TDN = 211) suggest that children and adolescents with ADHD experience moderate global (ES = 0.46, p < .001), academic (ES = 0.60, p = .009), and social (ES = 0.67, p = .001) self-esteem impairments compared to children and adolescents without the disorder. The aggregated behavioral self-esteem effect size (ES = 0.20, p = .54), however, was not significant, and the global self-esteem effect size was markedly smaller compared to effect sizes for the academic and social domains. Further, examination of potential moderators of effect size heterogeneity indicated null effects for medication status, diagnostic complexity, informant, age, sex, comorbid psychopathology, and self-esteem dimension. Collectively, findings suggest that children and adolescents with ADHD do not hold a ubiquitous negative self-perception of difficulties across academic, social, and behavioral domains of functioning, and unexamined domains that are distal to ADHD may serve to bolster global self-esteem.
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Affiliation(s)
| | - R Matt Alderson
- Department of Psychology, Oklahoma State University, Stillwater, OK, USA
| | - Delanie K Roberts
- Department of Psychology, Children's Hospital of Los Angeles, Los Angeles, CA, USA
| | - Caitlin C Bullard
- Department of Psychology, Oklahoma State University, Stillwater, OK, USA.
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2
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Bucsea O, Kosmerly S, Rogers MA. Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2022. [DOI: 10.1080/15377903.2021.2012862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Oana Bucsea
- York University, Toronto, Ottawa, ON, Canada
| | - Stacey Kosmerly
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Maria A. Rogers
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
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3
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Hamilton SL, Baraldi A, Kennison SM. Attention‐Deficit/Hyperactivity Disorder Symptoms, Perceived Stress, and Resilience in College Students. JOURNAL OF COLLEGE COUNSELING 2021. [DOI: 10.1002/jocc.12176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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4
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Park Y, Seo DG, Park J, Kim B, Choi J. The influence of behavioral and emotional characteristics on academic achievement of middle school students: A growth modeling approach. SCHOOL PSYCHOLOGY INTERNATIONAL 2019. [DOI: 10.1177/0143034319853010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The purpose of this study was to examine the associations between behavioral and emotional characteristics and middle school student achievement across different grades based on a growth modeling approach. Using a total of 1,874 students, target predictor variables (i.e., attention, aggressiveness, behavioral control, social withdrawal, depression, self-esteem) and dependent variables (i.e., Korean language arts, mathematics) were extracted from a national and longitudinal data set, and four predictor models were formulated to examine the influence of behavioral/emotional characteristics on student growth trajectories. Results showed that (a) students' initial performance at seventh grade did not predict their over-time growth; and (b) self-esteem and behavioral control variables impacted on the seventh graders' achievement as well as their growth from the seventh to ninth grade. Based on the findings, practical implications and future research are discussed.
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5
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Wirth A, Reinelt T, Gawrilow C, Schwenck C, Freitag CM, Rauch WA. Examining the Relationship Between Children's ADHD Symptomatology and Inadequate Parenting: The Role of Household Chaos. J Atten Disord 2019; 23:451-462. [PMID: 29254391 DOI: 10.1177/1087054717692881] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE This study examines the interrelations of parenting practices, emotional climate, and household chaos in families with children with and without ADHD. In particular, indirect pathways from children's ADHD symptomatology to inadequate parenting and negative emotional climate via household chaos were investigated. METHOD Parenting, emotional climate, and household chaos were assessed using questionnaires and a speech sample of parents of 31 children with and 53 without ADHD, aged 7 to 13 years. RESULTS Group differences were found for certain parenting dimensions, the parent-child relationship, critical comments, and household chaos. While we found significant indirect effects between children's ADHD and certain parenting dimensions through household chaos, no effects were found for any aspect of emotional climate. CONCLUSION Children's ADHD symptoms translate into inadequate parenting through household chaos, which underlines the need for interventions to improve household organization skills in parents of children with ADHD.
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Affiliation(s)
- Andrea Wirth
- 1 Goethe University Frankfurt, Germany.,2 Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany
| | - Tilman Reinelt
- 2 Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany.,3 University of Bremen, Germany
| | - Caterina Gawrilow
- 2 Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany.,4 German Institute for International Educational Research (DIPF), Frankfurt, Germany.,5 Eberhard Karls University Tübingen, Germany
| | - Christina Schwenck
- 6 University of Kiel, Germany.,7 Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe-University Frankfurt, Germany
| | - Christine M Freitag
- 7 Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe-University Frankfurt, Germany
| | - Wolfgang A Rauch
- 2 Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany.,8 Heidelberg University, Germany
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6
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Dvorsky MR, Langberg JM, Evans SW, Becker SP. The Protective Effects of Social Factors on the Academic Functioning of Adolescents With ADHD. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2018; 47:713-726. [PMID: 26954373 PMCID: PMC6135242 DOI: 10.1080/15374416.2016.1138406] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
There is considerable evidence that externalizing disorders such as attention deficit/hyperactivity disorder (ADHD) put youth at risk for a range of adverse academic outcomes. It is importantly to note that some youth avoid these negative outcomes, yet there is a gap in our understanding of these resilient youth. The purpose of this study was to longitudinally evaluate social acceptance and social skills as potential protective factors of the associations between inattentive, hyperactive/impulsive, and oppositional defiant behaviors with academic outcomes. Participants included a sample of 93 middle school students comprehensively diagnosed with ADHD. Parents and adolescents completed ratings of social skills and perceived social acceptance. School grades and teacher-rated academic impairment were assessed 18 months later as longitudinal academic functioning outcomes. Inattention and social acceptance were associated with academic outcomes 18 months later. Regression analyses revealed that parent- and adolescent-rated social acceptance demonstrated promotive effects for grades and against teacher-rated academic impairment. Further, social acceptance significantly interacted with inattention in predicting school grades, such that high parent- and adolescent-rated social acceptance significantly attenuated the relationship between inattention and poor grades, even after controlling for baseline grades and intelligence. The presence of social acceptance was especially critical for adolescents with high levels of inattention. Specifically, adolescents with high inattention and high social acceptance had a mean grade point average of 2.5, and adolescents with high inattention and low social acceptance had a mean grade point average of 1.5. These findings demonstrate that social acceptance may be an important intervention target for improving academic outcomes among adolescents with ADHD.
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Affiliation(s)
| | | | | | - Stephen P Becker
- c Division of Behavioral Medicine and Clinical Psychology , Cincinnati Children's HospitalMedical Center
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7
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Association Between Parenting Style and Social Outcomes in Children with and Without Attention-Deficit/Hyperactivity Disorder: An 18-Month Longitudinal Study. J Dev Behav Pediatr 2018; 38:369-377. [PMID: 28661954 DOI: 10.1097/dbp.0000000000000453] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE In a community-based sample of children with attention-deficit/hyperactivity disorder (ADHD) (n = 179) and non-ADHD controls (n = 212), this longitudinal study explored changes in parenting style over time; and whether parenting style prospectively predicts child functional outcomes. METHODS Attention-deficit/hyperactivity disorder diagnosis was assessed using the Conners ADHD index and Diagnostic Interview Schedule for Children IV. Children (70.3% boys) were assessed at baseline (mean age: 7.3 yr) and after 18 months (mean age: 8.9 yr) using a range of parent- and teacher-reported measures of child socioemotional and academic functioning. Parenting style was assessed through parent-reported measures of warmth, consistency, and anger. RESULTS At 18-month follow-up, there was a small significant decline in parenting warmth and parenting anger, and an increase in parenting consistency across groups. In the ADHD group, parenting warmth at baseline was positively related to 18-month prosocial behavior and responsibility by parent report, whereas parenting consistency predicted these child outcomes by teacher report. Parenting anger was positively associated with peer problems and negatively associated with prosocial behavior, self-control, and responsibility by parent report. Associations were similar for non-ADHD controls and all associations held after adjusting for a range of family, child, and parent factors. After additional adjustment of baseline levels of child functioning, parenting warmth and consistency continued to be associated with 18-month child outcomes. Parenting style was unrelated to emotional problems and academic competence over time. CONCLUSION Parenting style is independently related to aspects of future social outcomes of children with ADHD. Results hold implications for parenting interventions aimed at managing ADHD-related social impairments over time.
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8
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Dvorsky MR, Langberg JM. A Review of Factors that Promote Resilience in Youth with ADHD and ADHD Symptoms. Clin Child Fam Psychol Rev 2018; 19:368-391. [PMID: 27747466 DOI: 10.1007/s10567-016-0216-z] [Citation(s) in RCA: 55] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
The vast majority of research on youth with ADHD has focused on risk factors and describing the types of impairment individuals with ADHD experience. However, functional outcomes associated with ADHD are heterogeneous, and although many youth with ADHD experience significant negative outcomes (e.g., school dropout), some are successful in multiple domains of functioning (e.g., pursue and graduate college). There is a growing body of literature supporting the existence of factors that protect youth with ADHD from experiencing negative outcomes, but there is no published synthesis of this literature. Accordingly, the goals of this review are to conceptualize risk-resilience in the context of ADHD using a developmental psychopathology framework and to systematically review and critique evidence for promotive and protective factors in the context of ADHD. The literature search focused specifically on resilience in the context of ADHD symptoms or an ADHD diagnosis and identified 21 studies, including clinic, school, and community samples. Findings of promotive and/or protective factors are summarized across individual, family, and social-community systems. Overall, we know very little of the buffering processes for these youth, given that the study of promotive and protective factors in ADHD is in its infancy. The strongest evidence to date was found for social- and family-level systems. Specifically, multiple longitudinal studies support social acceptance as a protective factor, buffering against negative outcomes such as poor academic performance and comorbid depressive symptoms for youth with ADHD. There was also compelling evidence supporting positive parenting as a promotive factor. In terms of individual-level factors, positive or modest self-perceptions of competence were identified as a promotive factor in multiple studies. Future directions for research that will catalyze the study of resilience with ADHD are provided, and the potential for targeting protective mechanisms with intervention and prevention is discussed.
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Affiliation(s)
- Melissa R Dvorsky
- Department of Psychology, Virginia Commonwealth University, 806 W. Franklin Street, Richmond, VA, 23284, USA.
| | - Joshua M Langberg
- Department of Psychology, Virginia Commonwealth University, 806 W. Franklin Street, Richmond, VA, 23284, USA
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9
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Howard AL, Strickland NJ, Murray DW, Tamm L, Swanson JM, Hinshaw SP, Arnold LE, Molina BSG. Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance. JOURNAL OF ABNORMAL PSYCHOLOGY 2017; 125:233-247. [PMID: 26854508 DOI: 10.1037/abn0000100] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Long-term, prospective follow-up studies of children diagnosed with attention-deficit/hyperactivity disorder (ADHD) show that symptoms tend to decline with age, but impairments in daily life functioning often persist into adulthood. We examined the developmental progression of impairments before and after the transition out of high school in relation to parent involvement during adolescence, parent support during adulthood, and college attendance, using 8 waves of data from the prospective 16-year follow-up of the Multimodal Treatment of ADHD (MTA) study. Participants were 548 proband children diagnosed with Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV; American Psychiatric Association, 2000) ADHD Combined Type and 258 age- and sex-matched comparison children (Local Normative Comparison Group; LNCG) randomly sampled from probands' schools. Impairment was assessed consistently by parent report from childhood through adulthood. Results showed that impairment worsens over time both before and after the transition to adulthood for those with ADHD histories, in contrast to non-ADHD peers, whose impairments remained stably low over time. However, impairment stabilized after leaving high school for young adults with ADHD histories who attended college. Involved parenting in adolescence was associated with less impairment overall. Attending college was associated with a stable post-high school trajectory of impairment regardless of parents' involvement during adolescence, but young adults with histories of involved parenting and who attended college were the least impaired overall.
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Affiliation(s)
| | | | - Desiree W Murray
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | - Leanne Tamm
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center
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10
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Zendarski N, Sciberras E, Mensah F, Hiscock H. Early high school engagement in students with attention/deficit hyperactivity disorder. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:127-145. [PMID: 28054712 DOI: 10.1111/bjep.12140] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2016] [Revised: 10/26/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. AIMS To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. SAMPLE Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. METHODS Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. RESULTS In comparison with state data, students with ADHD in the first year of high school were less motivated (p < .01) and less connected to peers (p < .01). Overall, there was no discordance in third year attitudes. There were high rates of suspension in both years in comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. CONCLUSIONS Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD.
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Affiliation(s)
- Nardia Zendarski
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Victoria, Australia
| | - Emma Sciberras
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,The Royal Children's Hospital, Parkville, Victoria, Australia.,Deakin University, Burwood, Victoria, Australia
| | - Fiona Mensah
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Victoria, Australia.,The Royal Children's Hospital, Parkville, Victoria, Australia
| | - Harriet Hiscock
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Victoria, Australia.,The Royal Children's Hospital, Parkville, Victoria, Australia
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11
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Salla J, Michel G, Pingault JB, Lacourse E, Paquin S, Galéra C, Falissard B, Boivin M, Tremblay RE, Côté SM. Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years. Eur Child Adolesc Psychiatry 2016; 25:1195-1206. [PMID: 27017347 DOI: 10.1007/s00787-016-0843-4] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2015] [Accepted: 03/14/2016] [Indexed: 10/22/2022]
Abstract
Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.
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Affiliation(s)
- Julie Salla
- Épidémiologie et Biostatistique, Faculté de Psychologie, Centre de recherche Inserm U1219, Team Healthy, 3ter Pl. de la Victoire, 33076, Bordeaux, France.
| | - Grégory Michel
- Épidémiologie et Biostatistique, Faculté de Psychologie, Centre de recherche Inserm U1219, Team Healthy, 3ter Pl. de la Victoire, 33076, Bordeaux, France
| | - Jean Baptiste Pingault
- Division of Psychology and Language Sciences, University College London, London, United Kingdom.,Inserm U 1178, Paris, France
| | - Eric Lacourse
- Université de Montréal, Montréal, Canada.,Tomsk State University, Tomsk, Russian Federation
| | - Stéphane Paquin
- Université de Montréal, Montréal, Canada.,Tomsk State University, Tomsk, Russian Federation
| | - Cédric Galéra
- Épidémiologie et Biostatistique, Faculté de Psychologie, Centre de recherche Inserm U1219, Team Healthy, 3ter Pl. de la Victoire, 33076, Bordeaux, France
| | - Bruno Falissard
- U669, Institut national de la santé et de la recherche médicale, Paris, France
| | - Michel Boivin
- Université de Montréal, Montréal, Canada.,Tomsk State University, Tomsk, Russian Federation.,Université Laval, Québec, Canada
| | - Richard E Tremblay
- Université de Montréal, Montréal, Canada.,Tomsk State University, Tomsk, Russian Federation.,School of Public Health, University College Dublin, Belfield, Ireland
| | - Sylvana M Côté
- Université de Montréal, Montréal, Canada.,Tomsk State University, Tomsk, Russian Federation
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12
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Yamauchi Y, Fujiwara T, Okuyama M. Factors Influencing Time Lag Between Initial Parental Concern and First Visit to Child Psychiatric Services Among ADHD Children in Japan. Community Ment Health J 2015; 51:857-61. [PMID: 25535050 DOI: 10.1007/s10597-014-9803-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/29/2014] [Accepted: 12/08/2014] [Indexed: 11/24/2022]
Abstract
The aim of this study was to examine the factors associated with a time lag between initial parental concern about ADHD symptoms and the first visit to a hospital in Japan that offers child psychiatric services. We investigated the demographic characteristic, symptoms, diagnosis, and healthcare system factors including duration between initial parental concern about symptoms and the first visit to a hospital (N = 387). The mean time lag between initial parental concern and the first visit to a hospital was 2.6 years. Risk factors for a longer time lag include the young age of a child, behavioral problems of the child, lower maternal education, difficulty in determining appropriate medical institution, referral route, and the distance from home to the hospital. A more established connection between a hospital with child psychiatric services and other health institutions is recommended for earlier referral to an appropriate hospital.
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Affiliation(s)
- Yuko Yamauchi
- Department of Psychosocial Medicine, National Center for Child Health and Development, Tokyo, Japan.,Department of Pediatrics, Tokyo Jikei University of Medicine, Tokyo, Japan
| | - Takeo Fujiwara
- Department of Social Medicine, National Research Institute for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, 157-8535, Japan.
| | - Makiko Okuyama
- Department of Pediatrics, Tokyo Jikei University of Medicine, Tokyo, Japan
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13
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Asbrand J, Lerach T, Tuschen-Caffier B. Störungstypische Erziehungsfaktoren bei Aufmerksamkeits- und Angststörungen im Kindes- und Jugendalter. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2015. [DOI: 10.1026/1616-3443/a000329] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Die Erziehungsfaktoren Negativität und Kontrolle werden sowohl im Zusammenhang mit der Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung (ADHS) als auch mit Angststörungen (AS) diskutiert. Fragestellung: Unklar ist bislang, ob ADHS und AS gleichermaßen mit negativer Erziehung zusammenhängen oder ob verschiedene Erziehungsfaktoren bei den jeweiligen Störungsbildern eine störungstypische Rolle spielen. Methode: Einschlägige Studien aus dem Zeitraum von 1994 bis 2014 wurden systematisch analysiert. Neben generellen Zusammenhängen wurden moderierende Faktoren ermittelt. Ergebnisse: Während kindliche ADHS verstärkt mit elterlicher Negativität, zum Teil aber auch mit Kontrolle, assoziiert ist, zeigt sich bei kindlichen AS insbesondere ein Zusammenhang mit elterlicher Kontrolle. Die Ergebnisse werden von verschiedenen Faktoren wie Erhebungsmethode (Fragebogen vs. Beobachtung) und Medikation moderiert. Schlussfolgerungen: Störungstypische Zusammenhänge zwischen kindlicher Psychopathologie und Erziehungsfaktoren betonen die Relevanz gegenüberstellender Forschung von ADHS und AS und können Implikationen für eine störungsorientierte Psychotherapie haben.
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Affiliation(s)
- Julia Asbrand
- Abteilung für Klinische Psychologie und Psychotherapie, Institut für Psychologie, Albert-Ludwigs-Universität Freiburg
| | - Teresa Lerach
- Abteilung für Klinische Psychologie und Psychotherapie, Institut für Psychologie, Albert-Ludwigs-Universität Freiburg
| | - Brunna Tuschen-Caffier
- Abteilung für Klinische Psychologie und Psychotherapie, Institut für Psychologie, Albert-Ludwigs-Universität Freiburg
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14
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Haack L, Villodas MT, McBurnett K, Hinshaw S, Pfiffner L. Parenting Mediates Symptoms and Impairment in Children With ADHD-Inattentive Type. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2014; 45:155-66. [PMID: 25411896 PMCID: PMC4465882 DOI: 10.1080/15374416.2014.958840] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The current study investigates potential pathways between inattentive symptom severity, positive and negative parenting practices, and functional impairment (i.e., academic, social, and home impairment) in a sample of children diagnosed with attention-deficit/hyperactivity disorder, Predominantly Inattentive Type (ADHD-I). Participants included 199 children and their parents and teachers enrolled in a randomized clinical trial investigating the efficacy of an integrated psychosocial intervention for children with ADHD-I. Boys constituted slightly more than half the sample; children averaged 8.6 years of age (range = 7-11) and were from varied ethnic/racial backgrounds. As part of the initial screening and assessment procedures, parents and teachers completed questionnaires assessing child behavior and parent/family functioning. Results supported both main effects of symptoms and parenting on impairment, as well as a mediational path between symptoms and impairment via parenting, as observed by parents in the home setting. Specifically, higher severity of inattention was associated with higher rates of homework, social, and home impairment. Negative parenting contributed to homework and home impairment, and positive and negative parenting contributed to social impairment, incrementally above and beyond the impact of inattention symptom severity alone. Negative parenting partially mediated the relationship between inattentive symptom severity and impairment, such that higher rates of inattention were associated with higher rates of negative parenting, which in turn was associated with higher rates of homework, social, and home impairment. Results provide support for underlying mechanisms for associations between symptoms and impairment in children with ADHD-I and identify potential intervention targets to improve impairment experienced by these children.
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Affiliation(s)
- Lauren Haack
- University of California, San Francisco, 401 Parnassus Avenue G06, San Francisco, CA 94143
| | - Miguel T. Villodas
- University of California, San Francisco - Psychiatry, 401 Parnassus Ave 0948-CAS/HALP Clinic, San Francisco, California 94143
| | - Keith McBurnett
- University of California, San Francisco - Psychiatry, UCSF-LPPI CAS Rm 217 401 Parnassus Ave, San Francisco, California 94143
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15
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Kessler RC, Adler LA, Berglund P, Green JG, McLaughlin KA, Fayyad J, Russo LJ, Sampson NA, Shahly V, Zaslavsky AM. The effects of temporally secondary co-morbid mental disorders on the associations of DSM-IV ADHD with adverse outcomes in the US National Comorbidity Survey Replication Adolescent Supplement (NCS-A). Psychol Med 2014; 44:1779-1792. [PMID: 24103255 PMCID: PMC4124915 DOI: 10.1017/s0033291713002419] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
BACKGROUND Although DSM-IV attention deficit hyperactivity disorder (ADHD) is known to be associated with numerous adverse outcomes, uncertainties exist about how much these associations are mediated temporally by secondary co-morbid disorders. METHOD The US National Comorbidity Survey Replication Adolescent Supplement (NCS-A), a national survey of adolescents aged 13-17 years (n = 6483 adolescent-parent pairs), assessed DSM-IV disorders with the World Health Organization (WHO) Composite International Diagnostic Interview (CIDI). Statistical decomposition was used to compare direct effects of ADHD with indirect effects of ADHD through temporally secondary mental disorders (anxiety, mood, disruptive behavior, substance disorders) in predicting poor educational performance (suspension, repeating a grade, below-average grades), suicidality (ideation, plans, attempts) and parent perceptions of adolescent functioning (physical and mental health, interference with role functioning and distress due to emotional problems). RESULTS ADHD had significant gross associations with all outcomes. Direct effects of ADHD explained most (51.9-67.6%) of these associations with repeating a grade in school, perceived physical and mental health (only girls), interference with role functioning and distress, and significant components (34.5-44.6%) of the associations with school suspension and perceived mental health (only boys). Indirect effects of ADHD on educational outcomes were predominantly through disruptive behavior disorders (26.9-52.5%) whereas indirect effects on suicidality were predominantly through mood disorders (42.8-59.1%). Indirect effects on most other outcomes were through both mood (19.8-31.2%) and disruptive behavior (20.1-24.5%) disorders, with anxiety and substance disorders less consistently important. Most associations were comparable for girls and boys. CONCLUSIONS Interventions aimed at reducing the adverse effects of ADHD might profitably target prevention or treatment of temporally secondary co-morbid disorders.
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Affiliation(s)
- R. C. Kessler
- Department of Health Care Policy, Harvard Medical School, Boston, MA, USA
| | - L. A. Adler
- Departments of Psychiatry and Child and Adolescent Psychiatry, NYU School of Medicine and Psychiatry, NY VA Harbor Healthcare Service, New York, NY, USA
| | - P. Berglund
- University of Michigan, Institute for Social Research, Ann Arbor, MI, USA
| | - J. G. Green
- School of Education, Boston University, Boston, MA, USA
| | - K. A. McLaughlin
- Division of General Pediatrics, Children's Hospital Boston, Harvard Medical School, Boston, MA, USA
| | - J. Fayyad
- Institute for Development Research, Advocacy, and Applied Care (IDRAAC), St George Hospital University Medical Center, Beirut, Lebanon
| | | | - N. A. Sampson
- Department of Health Care Policy, Harvard Medical School, Boston, MA, USA
| | - V. Shahly
- Department of Health Care Policy, Harvard Medical School, Boston, MA, USA
| | - A. M. Zaslavsky
- Department of Health Care Policy, Harvard Medical School, Boston, MA, USA
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Molina BSG, Pelham WE. Attention-deficit/hyperactivity disorder and risk of substance use disorder: developmental considerations, potential pathways, and opportunities for research. Annu Rev Clin Psychol 2014; 10:607-39. [PMID: 24437435 DOI: 10.1146/annurev-clinpsy-032813-153722] [Citation(s) in RCA: 121] [Impact Index Per Article: 12.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Many opportunities to explain attention-deficit/hyperactivity disorder (ADHD)-related risk of substance use disorder (SUD) remain available for study. We detail these opportunities by considering characteristics of children with ADHD and factors affecting their outcomes side by side with overlapping variables in the developmental literature on SUD etiology. Although serious conduct problems are a known contributor to ADHD-related risk of SUD, few studies have considered their emergence developmentally and in relation to other candidate mediators and moderators that could also explain risk and be intervention targets. Common ADHD-related impairments, such as school difficulties, are in need of research. Heterogeneous social impairments have the potential for predisposing, and buffering, influences. Research on neurocognitive domains should move beyond standard executive function batteries to measure deficits in the interface between cognitive control, reward, and motivation. Ultimately, maximizing prediction will depend, as it has in the SUD literature, on simultaneous consideration of multiple risk factors.
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Affiliation(s)
- Brooke S G Molina
- Departments of Psychiatry and Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania 15213;
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Belcher JR. Attention deficit hyperactivity disorder in offenders and the need for early intervention. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2014; 58:27-40. [PMID: 23222217 DOI: 10.1177/0306624x12465583] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Attention deficit hyperactivity disorder (ADHD) can be, for some people, a pathway to prison. Intervening at an early age may prevent delinquency. Generally, these interventions consist of a combination of medication, cognitive-behavioral therapy, family intervention, and educational support. Despite these interventions, some people with ADHD still develop antisocial and criminal behavior. This article examines the link between ADHD and delinquency, and reviews relevant treatments.
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van Lieshout M, Luman M, Buitelaar J, Rommelse N, Oosterlaan J. Does neurocognitive functioning predict future or persistence of ADHD? A systematic review. Clin Psychol Rev 2013; 33:539-60. [DOI: 10.1016/j.cpr.2013.02.003] [Citation(s) in RCA: 85] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2012] [Revised: 02/09/2013] [Accepted: 02/12/2013] [Indexed: 02/07/2023]
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Wu SY, Gau SSF. Correlates for academic performance and school functioning among youths with and without persistent attention-deficit/hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:505-515. [PMID: 23063730 DOI: 10.1016/j.ridd.2012.09.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2012] [Accepted: 09/11/2012] [Indexed: 06/01/2023]
Abstract
Childhood attention-deficit hyperactivity disorder (ADHD) is associated with academic underachievement and school dysfunction. Little is known whether such association varies with the persistence of ADHD symptoms. The authors investigated school functioning among youths with and without persistent ADHD and identified the clinical correlates for school functioning in a large sample of 333 youths with persistent ADHD, 166 with non-persistent ADHD, and 266 without ADHD. The participants and their mothers received structured interviews for diagnosis of ADHD and other psychiatric conditions according to the DSM-IV diagnostic criteria by using the Kiddie epidemiologic version of the Schedule for Affective Disorders and Schizophrenia, and for school functioning by using the Chinese Social Adjustment Inventory for Children and Adolescents. The results showed that both ADHD groups had more impairment in all domains of school functioning than youths without ADHD with a gradient relationship in the order of persistent ADHD, non-persistent ADHD, and non-ADHD. The most consistent correlates for all domains of impaired school functioning were youth- and mother-reported inattention symptoms and increased age. Childhood hyperactivity-impulsivity symptoms also predicted more severe problems in social interactions and school behaviors. Psychiatric comorbid conditions also predicted poorer attitudes toward school works and interactions at school. Our findings indicate that lifetime diagnosis of ADHD, regardless of persistence of ADHD, associate with the impairment of overall school functioning sustaining from childhood into adolescence, and imply that early intervention of childhood inattention may offset school dysfunction at late childhood and adolescence.
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Affiliation(s)
- Szu-Ying Wu
- Department of Psychiatry, National Taiwan University Hospital, Hsin-Chu Branch, Hsin-Chu, Taiwan
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20
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Abstract
Zusammenfassung. Die Diskussion um den Zusammenhang von Gesundheit und Bildung konzentriert sich in Deutschland bislang vor allem auf die Frage, welchen Einfluss Bildung auf Gesundheit hat. Für die Gesundheitsförderung und Prävention, insbesondere in Bildungs- und Erziehungssettings, ist jedoch ebenfalls von Bedeutung, ob ein und welcher Einfluss von Gesundheit auf Bildung ausgeht. Ziel des vorliegenden Beitrages ist es daher, einen Überblick über die internationale Befundlage zum Einfluss von Gesundheit auf Bildung zu geben. Entsprechend des nationalen Gesundheitsziels „gesund aufwachsen” werden dabei die Themenbereiche Ernährung, Bewegung und psychische Gesundheit fokussiert. Über eine systematische Datenbankrecherche ließen sich insgesamt 39 Längsschnittstudien identifizieren. Die Befundlage weist darauf hin, dass Übergewicht, Adipositas, mangelnde körperliche Aktivität und psychische Probleme einen negativen Einfluss auf die Schulleistung (Schulnoten), die Schulanwesenheit, den Schulabschluss sowie auch die Aufnahme und den Abschluss eines Studiums haben können. Dabei ließen sich eine Reihe von bedeutsamen Drittvariablen identifizieren (z.B. Sozialstatus, Ausmaß an Stigmatisierung). Die Ergebnisse liefern Hinweise für eine empirische Bestätigung der Annahmen des Ansatzes der guten gesunden Schule und geben überdies Anregungen für die Implementation und Evaluation von Maßnahmen der schulischen Gesundheitsförderung.
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Hodgkins P, Arnold LE, Shaw M, Caci H, Kahle J, Woods AG, Young S. A systematic review of global publication trends regarding long-term outcomes of ADHD. Front Psychiatry 2012; 2:84. [PMID: 22279437 PMCID: PMC3260478 DOI: 10.3389/fpsyt.2011.00084] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2011] [Accepted: 12/29/2011] [Indexed: 01/29/2023] Open
Abstract
There is increased global recognition of attention deficit hyperactivity disorder (ADHD) as a serious medical condition with long-term consequences. Although originally conceived of as a childhood disorder, ADHD is being increasingly recognized in adults. Individual geographic regions may have specific interests and objectives for the study of ADHD. A systematic review of long-term outcomes (LTOs) in ADHD was conducted to evaluate research on ADHD LTOs on a global scale. Studies that were at least 2 years in duration were examined. A total of 351 studies were identified in the final analysis. We identified nine outcomes of interest and classified studies by specific geographical regions, age groups studied and study design by region and over time. Published studies of LTOs in ADHD have increased in all geographical regions over the past three decades, with a peak number of 42 publications in 2008. This rise in publications on ADHD LTOs may reflect a rise in global interest and recognition of consequences and impairment associated with ADHD. Although many world regions have published on ADHD LTOs, the majority of studies have emerged from the US and Canada, followed by Europe. While investigators in the US and Canada were predominantly interested in drug addiction as a LTO, European researchers were more interested in antisocial behavior, and Eastern Asian investigators focused on both of these LTOs as well as self-esteem. Geographical differences in the focus of ADHD LTO studies may reflect regional variations in cultural values. Proportionally fewer prospective longitudinal studies and proportionally more retrospective and cross-sectional studies have been published in more recent decades. Finally, more studies focusing on ADHD in adolescents and adults have been conducted in recent years, and particularly adolescents in Eastern Asia. These changes in basic study design may reflect an increase in the recognition that ADHD is a lifetime chronic disorder. This systematic review analysis of publication trends in ADHD LTOs reflects geographically based interests that change over time.
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Affiliation(s)
- Paul Hodgkins
- Shire Development Inc., Global Health Economics and Outcomes ResearchWayne, PA, USA
| | - L. Eugene Arnold
- Research Unit on Pediatric Psychopharmacology, Nisonger Center, The Ohio State UniversityColumbus, OH, USA
| | | | - Hervé Caci
- Hôpitaux Pédiatriques de Nice CHU LenvalNice, France
| | | | - Alisa G Woods
- BPS InternationalSan Diego, CA, USA
- Biochemistry and Proteomics Laboratory, Chemistry and Biomolecular Science, Clarkson UniversityPotsdam, NY, USA
| | - Susan Young
- King’s College London, Institute of PsychiatryLondon, UK
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Do phenotypic characteristics, parental psychopathology, family functioning, and environmental stressors have a role in the response to methylphenidate in children with attention-deficit/hyperactivity disorder? A naturalistic study from a developing country. J Clin Psychopharmacol 2011; 31:309-17. [PMID: 21508864 DOI: 10.1097/jcp.0b013e318217b4df] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Little is known about the effect of clinical characteristics, parental psychopathology, family functioning, and environmental stressors in the response to methylphenidate in children with attention-deficit/hyperactivity disorder (ADHD) followed up in a naturalistic setting. Data from cultures outside the United States are extremely scarce. This is a longitudinal study using a nonrandom assignment, quasi-experimental design. One hundred twenty-five children with ADHD were treated with methylphenidate according to standard clinical procedures, and followed up for 6 months. The severity of ADHD symptoms was assessed by the Swanson, Nolan, and Pelham rating scale. In the final multivariate model, ADHD combined subtype (P < 0.001) and comorbidity with oppositional defiant disorder (P = 0.03) were both predictors of a worse clinical response. In addition, the levels of maternal ADHD symptoms were also associated with worse prognosis (P < 0.001). In the context of several adverse psychosocial factors assessed, only undesired pregnancy was associated with poorer response to methylphenidate in the final comprehensive model (P = 0.02). Our study provides evidence for the involvement of clinical characteristics, maternal psychopathology, and environmental stressors in the response to methylphenidate. Clinicians may consider adjuvant strategies when negative predictors are present to increase the chances of success with methylphenidate treatment.
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Buitelaar JK, Kooij JJS, Ramos-Quiroga JA, Dejonckheere J, Casas M, van Oene JC, Schäuble B, Trott GE. Predictors of treatment outcome in adults with ADHD treated with OROS® methylphenidate. Prog Neuropsychopharmacol Biol Psychiatry 2011; 35:554-60. [PMID: 21185347 DOI: 10.1016/j.pnpbp.2010.12.016] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2010] [Revised: 12/10/2010] [Accepted: 12/16/2010] [Indexed: 11/30/2022]
Abstract
BACKGROUND We conducted a post-hoc analysis of the Long-Acting MethylpheniDate in Adult attention-deficit hyperactivity disorder (LAMDA) study to investigate predictors of response in adults with ADHD randomly assigned to Osmotic Release Oral System (OROS)(®)-methylphenidate hydrochloride (MPH) 18, 36 or 72 mg or placebo. METHODS LAMDA comprised a 5-week, double-blind (DB) period, followed by a 7-week, open-label (OL) period. A post-hoc analysis of covariance and a logistic regression analysis were undertaken to detect whether specific baseline parameters or overall treatment compliance during the double-blind phase contributed to response. The initial model included all covariates as independent variables; a backward stepwise selection method was used, with stay criteria of p<0.10. Six outcomes were considered: change from baseline CAARS:O-SV (physician-rated) and CAARS:S-S (self-report) scores at DB and OL end points, and response rate (≥30% decrease in CAARS:O-SV score from baseline) and normalization of CAARS:O-SV score at DB end point. RESULTS Taking into account a significant effect of OROS(®)-MPH treatment versus placebo in the original analysis (p≤0.015), across the outcomes considered in this post-hoc analysis, higher baseline CAARS scores were most strongly predictive of superior outcomes. Male gender and lower academic achievement were also predictive for improved results with certain outcomes. CONCLUSIONS Several baseline factors may help to predict better treatment outcomes in adults receiving OROS(®)-MPH; however, further research is required to confirm these findings and examine their neurobiological underpinnings.
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Affiliation(s)
- Jan K Buitelaar
- UMC St. Radboud, Department of Cognitive Neuroscience, Nijmegen, The Netherlands.
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Polderman TJC, Boomsma DI, Bartels M, Verhulst FC, Huizink AC. A systematic review of prospective studies on attention problems and academic achievement. Acta Psychiatr Scand 2010; 122:271-84. [PMID: 20491715 DOI: 10.1111/j.1600-0447.2010.01568.x] [Citation(s) in RCA: 183] [Impact Index Per Article: 13.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Our aim was to provide an overview of prospective studies that have addressed the association between attention problems (AP, i.e. symptoms of hyperactivity and inattentiveness) and academic achievement (AA). METHOD We conducted a systematic search in the literature. Normal population studies and clinical studies were included. The methodological quality of each study was evaluated by objective criteria. A best evidence synthesis was used to determine the strengths of the association. RESULTS Sixteen studies were included. We found convincing evidence for a negative association between AP and AA. After controlling for intelligence, comorbidity, and socioeconomic status (SES), the association between the hyperactive symptoms of AP and AA was non-significant in two studies. CONCLUSION Children with AP are at risk for lower AA and subsequent adverse outcomes later in life. Interventions in affected children should focus on their behavioural and educational development.
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Affiliation(s)
- Tinca J C Polderman
- Department of Biological Psychology, VU University Amsterdam, Amsterdam, the Netherlands.
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D'Abreu LCF, Marturano EM. Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais. ESTUDOS DE PSICOLOGIA (NATAL) 2010. [DOI: 10.1590/s1413-294x2010000100006] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Foi feito um levantamento na literatura de estudos prospectivos e longitudinais investigando a associação entre problemas de comportamento externalizantes e baixo desempenho escolar no ensino fundamental, no período de 1990 a 2006. Por meio dos sistemas PsycInfo, Medline, Lilacs, Scielo e Web of Science, foram selecionados e adquiridos 18 artigos, classificados em quatro categorias: estudos com amostras clínicas; estudos comparando grupos com ou sem comorbidade; estudos que buscam testar modelos de trajetória de desenvolvimento; estudos sobre precursores da associação entre problemas de comportamento e baixo desempenho escolar. A análise dos artigos evidencia que a co-ocorrência de baixo desempenho escolar e problemas externalizantes sugere a influência de variáveis antecedentes, como condições adversas na família e baixo nível socioeconômico. Indica, ainda, que a associação traz mau prognóstico às crianças, como comorbidades com transtornos psiquiátricos, posteriores problemas acadêmicos e de comportamento anti-social, evidenciando a situação de risco psicossocial em que se encontram.
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A systematic review of parenting in relation to the development of comorbidities and functional impairments in children with attention-deficit/hyperactivity disorder (ADHD). Child Psychiatry Hum Dev 2010; 41:168-92. [PMID: 19768532 DOI: 10.1007/s10578-009-0159-4] [Citation(s) in RCA: 239] [Impact Index Per Article: 17.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2009] [Accepted: 08/31/2009] [Indexed: 10/20/2022]
Abstract
This review synthesizes recent research evidence regarding the parenting characteristics associated with families with children with Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is a complex, heterogeneous disorder with a range of genetic and environmental factors that contribute to its behavioral expression and different developmental trajectories. The current review adopts a developmental psychopathology perspective to conceptualize the risk and protective factors that might shape the developmental pathways of the disorder across different domains. Following from Johnston and Mash's review (Johnston and Mash, Clin Child Fam Psychol Rev 4:183-207, 2001), the present review systematically examines empirical studies from 2000-2008 that investigate parenting variables in relation to the development of children with ADHD, with a particular focus on the development of externalizing and internalizing comorbidities, as well as functional impairments in academic and social contexts. The most recent research evidence uses correlational designs to show that ADHD is associated with problematic family functioning, including greater stress within the family, higher rates of parental psychopathology and conflicted parent-child relationships, which appears to be exacerbated in children with comorbid oppositional and conduct problems. However, there is an absence of literature that considers the role that parents play in contributing to children's development in areas such as academic achievement and peer competence, as well as the development of internalizing difficulties. Future research should examine family factors that are associated with resilience in children with ADHD, using longitudinal designs that reflect the dynamic changes associated with a developmental psychopathology framework.
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Rydell AM. Family factors and children's disruptive behaviour: an investigation of links between demographic characteristics, negative life events and symptoms of ODD and ADHD. Soc Psychiatry Psychiatr Epidemiol 2010; 45:233-44. [PMID: 19412562 DOI: 10.1007/s00127-009-0060-2] [Citation(s) in RCA: 52] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2008] [Accepted: 04/14/2009] [Indexed: 01/05/2023]
Abstract
BACKGROUND Oppositional defiant disorder behaviours (ODD) and attention deficit/hyperactivity disorder symptoms (ADHD) are common disruptive childhood problems and co-occur to a large extent. In this study, prime questions were the specificity of relations between demographic factors and negative life events, respectively, and ADHD and ODD symptoms, and the role of negative life events in the relations between demographic factors and ODD and ADHD symptoms. METHODS Concurrent relations between maternal education, family structure, ethnicity/immigrant background and symptoms of ADHD and ODD were investigated in a Swedish population sample of 1,200 10-year-old children (52% boys). Parents completed questionnaires containing information about demographic characteristics and negative life events and rated the child's ADHD and ODD symptoms using DSM-IV criteria. RESULTS Low maternal education, single/step-parenthood and non-European descent were associated with higher numbers of ODD and ADHD symptoms. Regression analyses identified ethnicity as specifically associated with ODD symptoms and single/step-parenthood as specific to ADHD symptoms, while there was no specificity with regard to negative life events. Experiences of multiple negative life events were more common in families in non-optimal circumstances. Negative life events had mainly additive effects on the level of ODD and ADHD symptoms above effects of the demographic stressors and especially conflicts between adults around the child were related to high symptom levels. The few gender effects pointed to boys as being more vulnerable than girls to non-optimal family factors expressed in relations to ODD and ADHD symptoms. CONCLUSION Even in an affluent and egalitarian society, children's life circumstances are related to their mental health. Further, there seems to be some specificity in the demographic risk factors associated with ODD and with ADHD symptoms, while negative life events act as general stressors.
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Owens EB, Hinshaw SP, Lee SS, Lahey BB. Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2009; 38:132-43. [PMID: 19130363 DOI: 10.1080/15374410802575313] [Citation(s) in RCA: 60] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Employing data from 140 prospectively followed girls with attention-deficit/hyperactivity disorder (ADHD) and 88 age- and ethnicity-matched comparison girls, we adopted a person-centered analytic approach to assess rates of adolescent positive adjustment (PA) across six domains: ADHD symptoms, externalizing symptoms, internalizing symptoms, social skills, peer acceptance, and school achievement. During adolescence, between 19.8% and 61.1% of the girls with childhood ADHD met criteria for PA when the six domains were considered independently. A total of 16.4% of the ADHD sample showed PA in at least five of six domains, versus 86.4% of the comparison girls. Results were similar when PA was examined excluding the ADHD symptom domain. Most girls did not "grow out of" the symptoms and impairments related to their ADHD.
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Affiliation(s)
- Elizabeth B Owens
- Institute of Human Development, University of California, Berkeley, CA 94720, USA.
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Ruchkin V, Lorberg B, Koposov R, Schwab-Stone M, Sukhodolsky DG. ADHD symptoms and associated psychopathology in a community sample of adolescents from the European north of Russia. J Atten Disord 2008; 12:54-63. [PMID: 17712166 DOI: 10.1177/1087054707305169] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To assess the prevalence of ADHD symptoms and their relationship to psychopathology in adolescents from the European North of Russia. METHOD The prevalence of ADHD symptoms is assessed by teacher reports in 536 adolescents. Internalizing and externalizing problems are assessed by teacher ratings and student self-reports. RESULTS Prevalence of individual ADHD symptoms ranges between 3.3% and 35%. Only 8.9% of boys and 3.6% of girls have positive ratings on six items in either inattention or hyperactivity subtype. These adolescents fare significantly worse regarding externalizing but not internalizing problems. Compared to girls with ADHD, boys with ADHD report higher levels of violent and nonviolent delinquency and are described by teachers as having more conduct problems. Possible ADHD status is associated with depressive symptoms in boys but not in girls. CONCLUSION The estimates of ADHD prevalence rates obtained in this study are similar to those of other countries, suggesting the need for identification and treatment of the disorder. Evaluation of associated disruptive behavior disorders and depression, particularly in boys, is warranted.
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Affiliation(s)
- Vladislav Ruchkin
- Child Study Center, Yale University School of Medicine, New Haven, CT 06520-7900, USA.
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Mikami AY, Hinshaw SP, Patterson KA, Lee JC. Eating pathology among adolescent girls with attention-deficit/hyperactivity disorder. JOURNAL OF ABNORMAL PSYCHOLOGY 2008; 117:225-235. [PMID: 18266500 DOI: 10.1037/0021-843x.117.1.225] [Citation(s) in RCA: 79] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The authors investigated prospectively assessed eating pathology (body image dissatisfaction and bulimia nervosa symptoms) among an ethnically and socioeconomically diverse sample of adolescent girls with attention-deficit/hyperactivity disorder-combined type (ADHD-C; n=93), ADHD-inattentive type (ADHD-I; n=47), and a comparison group (n=88). The sample, initially ages 6-12 years, participated in a 5-year longitudinal study (92% retention rate). After statistical control of relevant covariates, girls with ADHD-C at baseline showed more eating pathology at follow-up than did comparison girls; girls with ADHD-I were intermediate between these two groups. Baseline impulsivity symptoms, as opposed to hyperactivity and inattention, best predicted adolescent eating pathology. With statistical control of ADHD, baseline peer rejection and parent- child relationship problems also predicted adolescent eating pathology. The association between punitive parenting in childhood and pathological eating behaviors in adolescence was stronger for girls with ADHD than for comparison girls. Results are discussed in terms of the expansion of longitudinal research on ADHD to include female-relevant domains of impairment, such as eating pathology.
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Affiliation(s)
| | | | | | - Joyce Chang Lee
- Division of Child and Adolescent Psychiatry, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles
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Diamantopoulou S, Rydell AM, Thorell LB, Bohlin G. Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance. Dev Neuropsychol 2007; 32:521-42. [PMID: 17650992 DOI: 10.1080/87565640701360981] [Citation(s) in RCA: 140] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study examined the predictive relations from symptoms of Attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to social and school functioning in 112 (62 girls) school children. High levels of teacher and parent ratings of ADHD symptoms at the ages of 8-8 1/2 years, and poor EF measured at the age of 8 1/2, were associated with poor social functioning measured by peer nominations and poor teacher ratings of school functioning at the age of 9 1/2. ADHD symptoms independently predicted social and school functioning, whereas EF independently predicted only school functioning. Interaction effects between ADHD and EF and between EF and gender were found: At high levels of symptoms of inattention, the poorer the EF, the greater the need for special education. At high levels of symptoms of hyperactivity/impulsivity, the poorer the EF, the higher the levels of physical aggression. Girls with poor EF were less accepted by peers than equivalent boys.
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DuPaul GJ, Jitendra AK, Volpe RJ, Tresco KE, Lutz JG, Vile Junod RE, Cleary KS, Flammer LM, Mannella MC. Consultation-based academic interventions for children with ADHD: effects on reading and mathematics achievement. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2007; 34:635-48. [PMID: 17029027 DOI: 10.1007/s10802-006-9046-7] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.
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Affiliation(s)
- George J DuPaul
- Department of Education and Human Services, Lehigh University, Bethlehem, PA 18015, USA.
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Frazier TW, Youngstrom EA, Glutting JJ, Watkins MW. ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. JOURNAL OF LEARNING DISABILITIES 2007; 40:49-65. [PMID: 17274547 DOI: 10.1177/00222194070400010401] [Citation(s) in RCA: 345] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
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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Affiliation(s)
- Thomas W Frazier
- Section of Behavioral Medicine, The Cleveland Clinic, Shaker Medical Campus, OH 44104, USA.
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Hinshaw SP, Owens EB, Sami N, Fargeon S. Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment. J Consult Clin Psychol 2006; 74:489-499. [PMID: 16822106 DOI: 10.1037/0022-006x.74.3.489] [Citation(s) in RCA: 177] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The authors performed 5-year prospective follow-up (retention rate = 92%) with an ethnically diverse sample of girls, aged 11-18 years, who had been diagnosed in childhood with attention-deficit/ hyperactivity disorder (ADHD; N = 140) and a matched comparison group (N = 88). Hyperactive-impulsive symptoms were more likely to abate than inattentive symptoms. Across multiple domains of symptoms and functional impairment, girls with ADHD continued to display deficits of moderate to large effect size in relation to the comparison girls, but few differences emerged between the inattentive versus combined types. Follow-up effects withstood statistical control of crucial covariates for most outcomes, meaning that there were specific effects of childhood ADHD on follow-up status; in other instances, baseline disruptive disorders accounted for adolescent effects. For outcomes identical at baseline and follow-up, girls with ADHD showed more improvement across time than comparison girls (except for math achievement). Overall, ADHD in girls portends continuing impairment 5 years after childhood ascertainment.
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Affiliation(s)
| | | | - Nilofar Sami
- Department of Psychology and Institute of Human Development
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