Details

Autor(en) / Beteiligte

• Salla, Julie
• Michel, Grégory
• Pingault, Jean Baptiste
• Lacourse, Eric
• Paquin, Stéphane
• Galéra, Cédric
• Falissard, Bruno
• Boivin, Michel
• Tremblay, Richard E.
• Côté, Sylvana M.

Titel

Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years

Ist Teil von

• European child & adolescent psychiatry, 2016-11, Vol.25 (11), p.1195-1206

Ort / Verlag

Berlin/Heidelberg: Springer Berlin Heidelberg

Erscheinungsjahr

2016

Quelle

Psychology & Behavioral Sciences Collection

Beschreibungen/Notizen

• 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.