Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
Child Psychiatry Hum Dev. 2023 Apr;54(2):597-608. doi: 10.1007/s10578-021-01272-w. Epub 2021 Oct 25.
This study examined the unique and interactive effects of receptive language ability and ADHD behaviors on six school readiness outcomes, over and above the effects of socioeconomic status, in 49 preschoolers (M = 3.98, SD = .58; 53.06% female) recruited from Head Start-affiliated classrooms. Hierarchical regression analyses revealed unique positive associations between receptive language ability and cognitive and mathematics readiness, and unique negative associations between ADHD behaviors and social-emotional, physical, cognitive, and literacy readiness. Moderation analyses indicated that at higher, but not lower, levels of ADHD behaviors, lower receptive language ability was associated with lower social-emotional readiness. Results highlight that, when considered together, children's receptive language ability and ADHD behaviors vary in how they predict school readiness. Further, results provide preliminary evidence for ADHD behaviors as a risk factor in the association between receptive language deficits and social-emotional school readiness. Educational and clinical practice implications are discussed.
本研究考察了接受性语言能力和 ADHD 行为对 49 名学龄前儿童（M=3.98，SD=.58；53.06%为女性）六个入学准备结果的独特和交互影响，这些儿童均来自于“学步儿童发展计划”附属教室。分层回归分析显示，接受性语言能力与认知和数学准备呈正相关，而 ADHD 行为与社会情感、身体、认知和读写准备呈负相关。调节分析表明，在 ADHD 行为较高而非较低的水平上，较低的接受性语言能力与较低的社会情感准备相关。研究结果表明，当综合考虑时，儿童的接受性语言能力和 ADHD 行为在预测入学准备方面存在差异。此外，结果初步证明 ADHD 行为是接受性语言缺陷与社会情感入学准备之间关联的一个风险因素。讨论了教育和临床实践的意义。
