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Détail de l'auteur
Auteur Colin B. DENNEY |
Documents disponibles écrits par cet auteur (1)
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Attention-Deficit/Hyperactivity Disorder and Scholastic Achievement: A Model of Dual Developmental Pathways / Mark D. RAPPORT in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
[article]
Titre : Attention-Deficit/Hyperactivity Disorder and Scholastic Achievement: A Model of Dual Developmental Pathways Type de document : Texte imprimé et/ou numérique Auteurs : Mark D. RAPPORT, Auteur ; Sean W. SCANLAN, Auteur ; Colin B. DENNEY, Auteur Année de publication : 1999 Article en page(s) : p.1169-1183 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder educational outcomes developmental psychopathology Index. décimale : PER Périodiques Résumé : A conceptual model has recently been hypothesized in which parallel but correlated developmental pathways exist for attention deficit behaviors and conduct problems. An important component of this model suggests that attention deficit behaviors are related to later scholastic underachievement, whereas conduct problems are unrelated to scholastic underachievement except by their common correlation with attention deficit and intelligence. The present study replicated the general model using a cross-sectional sample of 325 children, and examined whether hypothesized dual pathways (behavioral and cognitive) better account for the relationship between attention deficit, intelligence, and later scholastic achievement. Results of the structural equation modeling analysis were consistent with the hypothesized dual pathway model and suggest that school behavior and select cognitive abilities serve as important mediators between attention deficit, intelligence, and later scholastic achievement. Implications of these results for understanding the developmental trajectory of children with attention deficit and general theoretical models of ADHD are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1169-1183[article] Attention-Deficit/Hyperactivity Disorder and Scholastic Achievement: A Model of Dual Developmental Pathways [Texte imprimé et/ou numérique] / Mark D. RAPPORT, Auteur ; Sean W. SCANLAN, Auteur ; Colin B. DENNEY, Auteur . - 1999 . - p.1169-1183.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1169-1183
Mots-clés : Attention Deficit Disorder educational outcomes developmental psychopathology Index. décimale : PER Périodiques Résumé : A conceptual model has recently been hypothesized in which parallel but correlated developmental pathways exist for attention deficit behaviors and conduct problems. An important component of this model suggests that attention deficit behaviors are related to later scholastic underachievement, whereas conduct problems are unrelated to scholastic underachievement except by their common correlation with attention deficit and intelligence. The present study replicated the general model using a cross-sectional sample of 325 children, and examined whether hypothesized dual pathways (behavioral and cognitive) better account for the relationship between attention deficit, intelligence, and later scholastic achievement. Results of the structural equation modeling analysis were consistent with the hypothesized dual pathway model and suggest that school behavior and select cognitive abilities serve as important mediators between attention deficit, intelligence, and later scholastic achievement. Implications of these results for understanding the developmental trajectory of children with attention deficit and general theoretical models of ADHD are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125