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)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1169-1183 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 [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

Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children / Sandra K. LOO in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Titre : Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur Année de publication : 1998 Article en page(s) : p.567-575 Langues : Anglais (eng) Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children [Texte imprimé et/ou numérique] / Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur . - 1998 . - p.567-575. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.59–69 Titre : Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Mark D. RAPPORT, Auteur ; R. Matt ALDERSON, Auteur Année de publication : 2007 Article en page(s) : p.59–69 Langues : Anglais (eng) Mots-clés : ADHD classroom-observation attention on-task meta-analysis Index. décimale : PER Périodiques Résumé : Background: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Methods: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Results: Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors–classroom environment, sample characteristics, diagnostic procedures, and observational coding schema–differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. Conclusions: The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01809.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Mark D. RAPPORT, Auteur ; R. Matt ALDERSON, Auteur . - 2007 . - p.59–69. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.59–69 Mots-clés : ADHD classroom-observation attention on-task meta-analysis Index. décimale : PER Périodiques Résumé : Background: Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Methods: Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Results: Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors–classroom environment, sample characteristics, diagnostic procedures, and observational coding schema–differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. Conclusions: The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01809.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

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