Robb Jessica A, Sibley Margaret H, Pelham William E, Foster E Michael, Molina Brooke S G, Gnagy Elizabeth M, Kuriyan Aparajita B
Center for Children and Families, Department of Psychology, Florida International University, Miami, FL.
Center for Children and Families, Department of Psychology, Florida International University, Miami, FL ; Department of Psychology, State University of New York at Buffalo, Buffalo, NY.
School Ment Health. 2011 Sep 1;3(3):169-177. doi: 10.1007/s12310-011-9057-6.
The purpose of this study was to examine and monetize the educational outcomes of students with ADHD. Data were examined from the Pittsburgh ADHD Longitudinal Study (PALS), a follow-up study of children diagnosed with ADHD in childhood and recontacted for follow-up in adolescence and young adulthood. A comprehensive educational history was obtained for all participants from Kindergarten through 12 grade. Annual economic impact was derived from costs incurred through special education placement, grade retention, and disciplinary incidents. Results indicated that, as compared to students without ADHD, students with ADHD incurred a higher annual cost to the U.S. Education system. Specifically, a student with ADHD incurred an average annual incremental cost to society of $5,007, as compared to $318 for students in the comparison group. These results suggest that prevention and intervention strategies are greatly needed to offset the large financial impact of educating youth with ADHD.
本研究的目的是检验患有注意力缺陷多动障碍（ADHD）学生的教育成果并将其货币化。研究数据来自匹兹堡ADHD纵向研究（PALS），这是一项对童年期被诊断患有ADHD且在青春期和青年期被再次联系进行随访的儿童的后续研究。为所有参与者获取了从幼儿园到12年级的全面教育史。年度经济影响来自特殊教育安置、留级和违纪事件所产生的成本。结果表明，与没有ADHD的学生相比，患有ADHD的学生给美国教育系统带来的年度成本更高。具体而言，患有ADHD的学生每年给社会带来的平均增量成本为5007美元，而对照组学生为318美元。这些结果表明，迫切需要预防和干预策略来抵消教育患有ADHD的青少年所带来的巨大经济影响。
