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Titre du document / Document title

Modifiers of long-term school outcomes for children with attention-deficit/hyperactivity disorder : Does treatment with stimulant medication make a difference? Results from a population-based study

Auteur(s) / Author(s)

BARBARESI William J. (1) ; KATUSIC Slavica K. (2) ; COLLIGAN Robert C. (3) ; WEAVER Amy L. (4) ; JACOBSEN Steven J. (5) ;

Affiliation(s) du ou des auteurs / Author(s) Affiliation(s)

(1) Department of Pediatric and Adolescent Medicine, Division of Developmental and Behavioral Pediatrics, Division of Biostatistics, Mayo Clinic College of Medicine, Rochester, MN, ETATS-UNIS
(2) Department of Health Sciences Research, Division of Clinical Epidemiology, Division of Biostatistics, Mayo Clinic College of Medicine, Rochester, MN, ETATS-UNIS
(3) Department of Psychiatry & Psychology, Division of Biostatistics, Mayo Clinic College of Medicine, Rochester, MN, ETATS-UNIS
(4) Department of Health Sciences Research, Division of Biostatistics, Mayo Clinic College of Medicine, Rochester, MN, ETATS-UNIS
(5) Department of Research and Evaluation, South ern California Permanence Medical Group, Pasadena, CA, ETATS-UNIS

Résumé / Abstract

Objective: The purpose of this study was to describe the significance of potential modifiers of long-term school outcomes among children with attention-deficit/hyperactivity disorder (AD/HD), including treatment with stimulant medication. Methods: Subjects included 370 children with research-identified AD/HD from a 1976 -1982 population-based birth cohort (N = 5718). In a companion study, the complete school record for each subject was reviewed to obtain information on reading achievement, absenteeism, grade retention, and school dropout. Data on type of stimulant, dose, age at initiation of treatment, and start/stop dates were collected from medical and school records, available for all subjects. Results: Treatment with stimulants was associated with decreased rates of absenteeism; longer duration of treatment was also associated with decreased absenteeism rates. There was a modest positive correlation (r = .15, p = .012) between average daily stimulant dose and last reading score. Cases treated with stimulants were 1.8 times less likely to subsequently be retained a grade (95% confidence interval: 1.01-3.2; p = .047). The proportion of school dropout was similar between treated and not treated cases (22.2% vs 25.8%, p = .54). Other potential modifiers of school outcomes (sociodemographic risk factors, presence of comorbid learning or psychiatric disorders, and receipt of special educational services) were also examined and found to be associated with poorer outcomes. Conclusions: In this birth cohort, stimulant treatment of children with AD/HD was associated with improved reading achievement, decreased school absenteeism, and decreased grade retention. This study provides support for efforts to ensure that children with AD/HD receive appropriate long-term medical treatment.

Revue / Journal Title

Journal of developmental and behavioral pediatrics    ISSN  0196-206X 

Source / Source

2007, vol. 28, no4, pp. 274-287 [14 page(s) (article)] (56 ref.)

Langue / Language

Anglais

Editeur / Publisher

Lippincott Williams & Wilkins, Hagerstown, MD, ETATS-UNIS  (1980) (Revue)

Mots-clés anglais / English Keywords

Human

;

School age

;

Child

;

Academic achievement

;

Public health

;

Chemotherapy

;

Treatment

;

Attentional disorder

;

Hyperactivity

;

Attention disorder with hyperactivity

;

School environment

;

Long term

;

Evolution

;

Mots-clés français / French Keywords

Homme

;

Age scolaire

;

Enfant

;

Réussite scolaire

;

Santé publique

;

Chimiothérapie

;

Traitement

;

Trouble de l'attention

;

Hyperactivité

;

Trouble déficitaire de l'attention avec hyperactivité

;

Milieu scolaire

;

Long terme

;

Evolution

;

Mots-clés espagnols / Spanish Keywords

Hombre

;

Edad escolar

;

Niño

;

Logro escolar

;

Salud pública

;

Quimioterapia

;

Tratamiento

;

Trastorno atención

;

Hiperactividad

;

Trastorno por déficit de atención e hiperactividad

;

Medio escolar

;

Largo plazo

;

Evolución

;

Mots-clés d'auteur / Author Keywords

attention-deficit/hyperactivity disorder

;

school/academic outcomes

;

stimulant medication

;

Localisation / Location

INIST-CNRS, Cote INIST : 21583, 35400016157951.0020

Nº notice refdoc (ud4) : 19022169



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