Zendarski Nardia, Sciberras Emma, Mensah Fiona, Hiscock Harriet
*Centre for Community Child Health Murdoch, Murdoch Childrens Research Institute, Parkville, Australia; †Department of Paediatrics, University of Melbourne, Parkville, Australia; ‡Department of Psychology, Deakin University, Burwood, Australia; §The Royal Children's Hospital, Parkville, Australia.
J Dev Behav Pediatr. 2017 Jul/Aug;38(6):358-368. doi: 10.1097/DBP.0000000000000460.
Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement.
Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores.
Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains.
Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.
研究注意力缺陷多动障碍（ADHD）学生在高中早期阶段的学业成绩，并确定可能导致成绩低下的可改变风险因素。
通过调查（青少年、家长和教师）以及对澳大利亚高中早期（即美国初中和高中阶段）12至15岁的130名患有ADHD的青少年进行直接评估来收集数据。学业成绩结果通过与国家评估计划读写和算术能力测试（NAPLAN）中的个人表现、阅读和数学的直接评估以及教师对学业能力的报告相联系来衡量。线性回归模型检验了青少年、家长/家庭和学校因素与NAPLAN各领域分数之间的关联。
与州基准相比，患有ADHD的学生在所有领域的NAPLAN分数较低，达到最低学业标准的人数也较少。说服力写作方面的成绩最差。在所有学术领域，成绩差都与较低的智商相关。青少年注意力不集中、受欺凌、家庭管理不善、男性以及就读于社会经济地位较低的学校与特定领域的成绩较低有关。
患有ADHD的学生在初中和高中早期阶段面临的学业风险增加。除了学业支持外，针对注意力不集中、受欺凌和家庭管理不善等可改变因素的干预措施可能会在这一关键时期提高学业成绩。
