Howell D C, Huessy H R, Hassuk B
Pediatrics. 1985 Aug;76(2):185-90.
A 15-year longitudinal study of 369 children originally classified in second grade as exhibiting or not exhibiting behaviors commonly associated with attention deficit disorder was made. Diagnostic data were collected on these children in second, fourth, and fifth grades and subsequent school performance was evaluated after ninth and twelfth grades. Interviews were conducted 3 years after their graduation from high school. The ninth and twelfth grade records reveal that those who had previously been identified as showing behavior related to attention deficit disorder later performed significantly more poorly in school and had poorer social adjustment. Interviews in early adulthood continued to reveal differences in outcome between normal subjects and those earlier classified as having attention deficit disorder. Many of these differences could not be directly attributed to poor academic performance. A subgroup of students who were rated favorably by their elementary school teachers were found to perform better during high school than other members of the normal group in academic areas, but they generally did not differ from normal subjects in nonacademic areas.
对369名最初在二年级时被分类为表现或未表现出通常与注意力缺陷障碍相关行为的儿童进行了一项为期15年的纵向研究。在这些儿童的二年级、四年级和五年级收集了诊断数据，并在九年级和十二年级后评估了他们随后的学业表现。在他们高中毕业3年后进行了访谈。九年级和十二年级的记录显示，那些先前被确定表现出与注意力缺陷障碍相关行为的儿童后来在学校的表现明显更差，并且社会适应能力更差。成年早期的访谈继续揭示了正常受试者与那些早期被分类为患有注意力缺陷障碍的受试者在结果上的差异。其中许多差异不能直接归因于学业成绩差。研究发现，一组受到小学教师好评的学生在高中期间在学业方面的表现比正常组的其他成员更好，但他们在非学业方面通常与正常受试者没有差异。
