Liu Chao-Yu, Huang Wei-Lieh, Kao Wei-Chih, Gau Susan Shur-Fen
Department of Psychiatry, National Taiwan University Hospital, Yun-Lin Branch, Douliu, Yun-Lin, Taiwan, Republic of China.
Department of Psychiatry, National Taiwan University Hospital and College of Medicine, Taipei, Taiwan, Republic of China.
Child Psychiatry Hum Dev. 2017 Dec;48(6):870-880. doi: 10.1007/s10578-017-0710-7.
Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.
儿童注意力缺陷多动障碍（ADHD）与对立违抗障碍/品行障碍（ODD/CD）共病与不良学业成绩相关。本研究旨在探讨ADHD和ODD/CD对各种学校功能的影响。395名患有ADHD的青少年（244名患有ADHD+ODD/CD，151名仅患有ADHD）和156名对照组接受了半结构化精神科访谈。使用多层次模型对每组的学校功能进行评估和比较。结果显示，患有ADHD的青少年在学校功能的不同领域表现较差。患有ADHD+ODD/CD的青少年比仅患有ADHD的青少年有更多行为问题，但学业成绩相似。多元线性回归模型显示，ADHD损害学业成绩，而ODD/CD加剧行为问题。我们的研究结果表明，ODD/CD共病可能特别导致患有ADHD的青少年出现社交困难。应采取ODD/CD的早期检测和干预措施以预防不良后果。
