Latimer W W, August G J, Newcomb M D, Realmuto G M, Hektner J M, Mathy R M
The Johns Hopkins University, Department of Mental Hygiene, School of Hygiene and Public Health, Baltimore, MD 21205, USA.
J Atten Disord. 2003 Nov;7(2):101-16. doi: 10.1177/108705470300700204.
This longitudinal study examined familial and child predictors of academic achievement and behavioral adjustment. Participants included 115 children with ADHD and 59 normative comparisons. Data analyses spanned three assessment waves from elementary- through secondary-school grades. We evaluated the degree to which child and familial factors present during middle school mediated relationships between childhood ADHD, subsequent academic achievement, and behavioral adjustment during high school. We found that emotional and behavioral well-being of ADHD children during middle school mediated relations between childhood ADHD and adverse academic and behavioral outcomes during high school. In addition, familial factors in middle school years predicted the behavioral adjustment of children in both the ADHD and non-ADHD groups. Academic achievement during high school was strongly associated with previous achievement levels. Our results provide support for tailoring preventive interventions to the unique needs of children with ADHD and their parents at various stages of adolescent development.
这项纵向研究考察了学业成就和行为调适的家庭及儿童预测因素。参与者包括115名患有注意力缺陷多动障碍（ADHD）的儿童和59名正常对照儿童。数据分析涵盖了从小学到中学各年级的三次评估。我们评估了初中阶段存在的儿童和家庭因素在多大程度上介导了儿童期ADHD、随后的学业成就与高中阶段行为调适之间的关系。我们发现，初中阶段ADHD儿童的情绪和行为幸福感介导了儿童期ADHD与高中阶段不良学业和行为结果之间的关系。此外，初中阶段的家庭因素预测了ADHD组和非ADHD组儿童的行为调适。高中阶段的学业成就与之前的成就水平密切相关。我们的研究结果为根据ADHD儿童及其父母在青少年发展各阶段的独特需求定制预防性干预措施提供了支持。
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