Murdoch Children's Research Institute, Parkville, Victoria, Australia.
The University of Melbourne, Parkville, Victoria, Australia.
J Atten Disord. 2021 Mar;25(5):623-635. doi: 10.1177/1087054719833167. Epub 2019 Mar 5.
This study aimed to (a) identify longitudinal trajectories of emotional and conduct problems from middle childhood to early adolescence in a sample of 130 adolescents diagnosed with ADHD and (b) examine trajectories in relation to early adolescent academic achievement and engagement. Group-based trajectory models (GBTMs) were constructed from the parent-rated strengths and difficulties questionnaire (SDQ) subscales of emotional and conduct problems at three time points, mean ages 10.7 years, 11.6 years, and 13.7 years. Associations between trajectories and adolescent academic achievement and engagement were examined using multivariate regression. Four distinct trajectories were identified within each domain. High-persistent problem trajectories in each domain were associated with poorer achievement and lower school engagement compared with adolescents following persistent-low problem trajectories. Findings highlight the importance of early assessment and management of comorbid emotional and conduct problems for children with ADHD as they predict school difficulties during early high school. .
(a) 在 130 名被诊断患有 ADHD 的青少年样本中，从儿童中期到青少年早期识别情绪和行为问题的纵向轨迹；(b) 考察与青少年早期学业成绩和参与度相关的轨迹。使用基于群组的轨迹模型 (GBTM)，从父母评定的长处和困难问卷 (SDQ) 的情绪和行为问题分量表在三个时间点上进行构建，平均年龄为 10.7 岁、11.6 岁和 13.7 岁。使用多元回归分析轨迹与青少年学业成绩和参与度之间的关系。在每个领域内都确定了四个不同的轨迹。与持续低问题轨迹的青少年相比，每个领域中的高持续问题轨迹与较差的成绩和较低的学校参与度相关。研究结果强调了对患有 ADHD 的儿童进行早期评估和管理情绪和行为问题共病的重要性，因为它们预测了早期高中阶段的学校困难。
