Adolescent Outcomes for Hyperactive Children: Perspectives on General and Specific Patterns of Childhood Risk for Adolescent Educational, Social, and Mental Health Problems

The goals of this investigation were to ascertain the significant differences, if any, among adolescent outcomes for hyperactive children and to examine the early life contributions of biological and psychological characteristics, family environments, social relationships, cognitive and academic status, and school behavior, along with hyperactivity, in explaining each of several outcomes. The subjects were classified on the basis of social system definitions of hyperactivity as well as on the basis of pervasive attention deficit disorder with hyperactivity (ADDH) based on parent and teacher ratings. Outcome measures at ages 17 and 18 included data on educational status, conduct problems, mental health disorders, and substance use. Regardless of the definition used, hyperactive children had significantly poorer educational outcomes and a greater extent of conduct disorders than their age peer controls. Regression analyses supported the inference that early biological factors, as well as the child's early health and temperament, predispose for adolescent mental health outcomes of depression, aggressive and nonaggressive conduct disorders, and hospitalization for psychological treatment. In contrast, familial, social, and cognitive factors had greater contributory potential in explaining educational outcomes, substance use, and conduct problems.