Loe Irene M, Feldman Heidi M
Children's Hospital of Pittsburgh, Univerisity of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
J Pediatr Psychol. 2007 Jul;32(6):643-54. doi: 10.1093/jpepsy/jsl054. Epub 2007 Jun 14.
Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD.
注意力缺陷多动障碍（ADHD）与成绩差、阅读和数学标准化测试分数低以及留级率增加有关。ADHD还与校内服务使用增加、停学和开除率上升相关，最终导致高中毕业率和高等教育率相对较低。社区样本中表现出注意力不集中、多动和冲动症状的儿童，无论是否被正式诊断为ADHD，其学业和教育成果也较差。药物治疗和行为管理与ADHD核心症状的减轻及学业效率提高有关，但与标准化测试分数的提高或最终教育成就无关。未来的研究必须在前瞻性、纵向和基于社区的研究中使用基于概念的结果测量方法，以确定哪些药物、行为和教育干预措施可以改善ADHD儿童的学业和教育成果。
