Barnard-Brak Lucy, Brak Victor
Texas Tech University, Lubbock, Texas 79409, USA.
J Child Adolesc Psychopharmacol. 2011 Dec;21(6):597-603. doi: 10.1089/cap.2010.0127.
This study examined the association of pharmacological treatments and academic achievement among children with attention-deficit/hyperactivity disorder (ADHD). Results examining the association of pharmacological treatments and academic achievement among children with ADHD are mixed. Our objective was to examine this association using structural equation modeling (SEM) techniques, which may be considered more sophisticated and advanced over traditional regression techniques. To achieve the purpose, we employed a sample of children with ADHD derived from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) data. The ECLS-K provides a large, community-based, nationally representative sample of children to examine across time with respect to academic achievement outcomes. The present study reveals a statistically nonsignificant association between pharmacological treatment and academic achievement among children with ADHD. These results derived from a large, community-based, nationally representative sample, using SEM techniques, may be considered highly generalizable.
本研究调查了注意力缺陷多动障碍（ADHD）儿童的药物治疗与学业成绩之间的关联。关于ADHD儿童药物治疗与学业成绩之间关联的研究结果不一。我们的目标是使用结构方程模型（SEM）技术来研究这种关联，与传统回归技术相比，该技术可能被认为更复杂、更先进。为实现这一目的，我们采用了来自幼儿纵向研究——幼儿园（ECLS-K）数据的ADHD儿童样本。ECLS-K提供了一个基于社区的、具有全国代表性的大型儿童样本，以便随着时间推移考察学业成绩结果。本研究揭示，ADHD儿童的药物治疗与学业成绩之间在统计学上无显著关联。这些结果来自一个基于社区的、具有全国代表性的大样本，采用了SEM技术，可能具有很高的普遍性。
