Pastura Giuseppe Mario Carmine, Mattos Paulo, Araújo Alexandra Prufer de Queiroz Campos
Department of Pediatrics, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
J Atten Disord. 2009 Mar;12(5):469-73. doi: 10.1177/1087054708320401.
Scholastic achievement in a nonclinical sample of ADHD children and adolescents was evaluated taking into consideration variables such as comorbid learning disorders, family income, and parental education which may also be associated with poor academic performance.
After screening for ADHD in 396 students, the authors compared academic performance of 26 ADHD individuals and 31 controls paired for gender, age, and intelligence level considering both mathematics and Portuguese language scores. Learning disorders were investigated and the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV ) criteria were met using structured interviews.
The prevalence of academic underachievement was 2.98 times higher in students with ADHD, the most frequent subtype being predominantly inattentive. Parental educational level, family income, and comorbid learning disorders could not explain the discrepancies between ADHD students and controls.
ADHD seems to be associated with poor academic performance even in the absence of comorbid learning disorders, lower family income, and parental educational level.
在考虑共病学习障碍、家庭收入和父母教育程度等可能也与学业成绩不佳相关的变量的情况下，对多动症儿童和青少年的非临床样本的学业成就进行评估。
在对396名学生进行多动症筛查后，作者比较了26名多动症个体和31名在性别、年龄和智力水平上配对的对照组的学业成绩，同时考虑数学和葡萄牙语成绩。调查了学习障碍情况，并使用结构化访谈符合《精神障碍诊断与统计手册》（第4版；DSM-IV）标准。
多动症学生学业成绩不佳的患病率高出2.98倍，最常见的亚型主要是注意力不集中型。父母教育水平、家庭收入和共病学习障碍无法解释多动症学生与对照组之间的差异。
即使没有共病学习障碍、较低的家庭收入和父母教育水平，多动症似乎也与学业成绩不佳有关。
