TY - JOUR
T1 - Examining the educational gap for children with ADHD and subthreshold ADHD
AU - Zendarski, Nardia
AU - Guo, Shuaijun
AU - Sciberras, Emma
AU - Efron, Daryl
AU - Quach, Jon
AU - Winter, Leanne
AU - Bisset, Matthew
AU - Middeldorp, Christel M.
AU - Coghill, David
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was commissioned by the Australian ADHD Professionals Association (AADPA) and funded through the Australian Government under the Department of Health Mental Health program awarded to AADPA. This Children’s Attention Project was funded by the Australian National Health and Medical Research Council (project grant no. 1008522). A/Prof Efron was supported by a Clinician Scientist Fellowship from the Murdoch Children’s Research Institute (MCRI). MCRI is supported by the Victorian Government’s Operational Infrastructure Support program. A/Prof Sciberras was funded by a National Health and Medical Research Council Career Development Fellowship (1110688) and a veski Inspiring Women’s Fellowship.
Funding Information:
The authors gratefully acknowledge the participating families and teachers of the LSAC and CAP studies, as well as the research team who have collected and maintained the data. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was commissioned by the Australian ADHD Professionals Association (AADPA) and funded through the Australian Government under the Department of Health Mental Health program awarded to AADPA. This Children?s Attention Project was funded by the Australian National Health and Medical Research Council (project grant no. 1008522). A/Prof Efron was supported by a Clinician Scientist Fellowship from the Murdoch Children?s Research Institute (MCRI). MCRI is supported by the Victorian Government?s Operational Infrastructure Support program. A/Prof Sciberras was funded by a National Health and Medical Research Council Career Development Fellowship (1110688) and a veski Inspiring Women?s Fellowship.
Publisher Copyright:
© ©The Author(s) 2020.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - Objective: The present study examined the impact of Attention Deficit Hyperactivity Disorder (ADHD) on core educational outcomes in two large community cohorts of Australian school children.Method: Academic (reading and numeracy) and non-academic (school engagement, attendance, peer victimization, and parental expectations) outcomes were compared between children with ADHD, subthreshold ADHD, and controls when children were in grade 5 (M age = 10.5). Data were drawn from the Longitudinal Study of Australian Children birth cohort (LSAC; N = 3,540) and the Children's Attention Project (CAP; N = 356).Results: Both subthreshold ADHD and ADHD groups had poorer outcomes on all measures, with medium effects sizes. Differences were not evident between subthreshold ADHD and ADHD groups.Conclusions: Educational outcomes examined in this study highlight the educational risk for upperprimary school children with ADHD or subthreshold ADHD, in comparison to their peers. Monitoring these outcomes is necessary to inform policy, practice, and intervention.
AB - Objective: The present study examined the impact of Attention Deficit Hyperactivity Disorder (ADHD) on core educational outcomes in two large community cohorts of Australian school children.Method: Academic (reading and numeracy) and non-academic (school engagement, attendance, peer victimization, and parental expectations) outcomes were compared between children with ADHD, subthreshold ADHD, and controls when children were in grade 5 (M age = 10.5). Data were drawn from the Longitudinal Study of Australian Children birth cohort (LSAC; N = 3,540) and the Children's Attention Project (CAP; N = 356).Results: Both subthreshold ADHD and ADHD groups had poorer outcomes on all measures, with medium effects sizes. Differences were not evident between subthreshold ADHD and ADHD groups.Conclusions: Educational outcomes examined in this study highlight the educational risk for upperprimary school children with ADHD or subthreshold ADHD, in comparison to their peers. Monitoring these outcomes is necessary to inform policy, practice, and intervention.
KW - academic
KW - achievement
KW - ADHD
KW - education
KW - engagement
UR - http://www.scopus.com/inward/record.url?scp=85097604569&partnerID=8YFLogxK
U2 - 10.1177/1087054720972790
DO - 10.1177/1087054720972790
M3 - Article
C2 - 33317376
SN - 1087-0547
VL - 26
SP - 282
EP - 295
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 2
ER -