Paths to postsecondary education enrollment among adolescents with and without childhood attention‐deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories
We examined developmental trajectories of attention‐deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non‐Hispanic Black,...
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| Veröffentlicht in: | Child development 2022-09, Vol.93 (5), p.e563-e580 |
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| container_title | Child development |
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| creator | Di Lonardo Burr, Sabrina M. LeFevre, Jo‐Anne Arnold, L. Eugene Epstein, Jeffrey N. Hinshaw, Stephen P. Molina, Brooke S. G. Hechtman, Lily Hoza, Betsy Jensen, Peter S. Vitiello, Benedetto Pelham, William E. Howard, Andrea L. |
| description | We examined developmental trajectories of attention‐deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non‐Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow‐up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD. |
| doi_str_mv | 10.1111/cdev.13807 |
| format | Article |
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Eugene ; Epstein, Jeffrey N. ; Hinshaw, Stephen P. ; Molina, Brooke S. G. ; Hechtman, Lily ; Hoza, Betsy ; Jensen, Peter S. ; Vitiello, Benedetto ; Pelham, William E. ; Howard, Andrea L.</creator><creatorcontrib>Di Lonardo Burr, Sabrina M. ; LeFevre, Jo‐Anne ; Arnold, L. Eugene ; Epstein, Jeffrey N. ; Hinshaw, Stephen P. ; Molina, Brooke S. G. ; Hechtman, Lily ; Hoza, Betsy ; Jensen, Peter S. ; Vitiello, Benedetto ; Pelham, William E. ; Howard, Andrea L.</creatorcontrib><description>We examined developmental trajectories of attention‐deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non‐Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow‐up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/cdev.13807</identifier><identifier>PMID: 35635061</identifier><language>eng</language><publisher>United States: Wiley</publisher><subject>Academic Achievement ; Academic Success ; Achievement ; Adolescent ; Adolescents ; Adult ; Attention Deficit Disorder with Hyperactivity - complications ; Attention Deficit Hyperactivity Disorder ; Child ; Childhood ; Children ; College Bound Students ; Enrollment ; Enrollments ; Female ; Foreign Countries ; High School Students ; Higher education ; Humans ; Hyperactivity ; Longitudinal Studies ; Male ; North Carolina ; Postsecondary Education ; Predictor Variables ; Recruitment ; Schools ; Secondary schools ; Standardized Tests ; Symptoms (Individual Disorders) ; Teenagers</subject><ispartof>Child development, 2022-09, Vol.93 (5), p.e563-e580</ispartof><rights>2022 The Authors. © 2022 Society for Research in Child Development.</rights><rights>2022 The Authors. 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In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow‐up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. 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G.</au><au>Hechtman, Lily</au><au>Hoza, Betsy</au><au>Jensen, Peter S.</au><au>Vitiello, Benedetto</au><au>Pelham, William E.</au><au>Howard, Andrea L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1346698</ericid><atitle>Paths to postsecondary education enrollment among adolescents with and without childhood attention‐deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2022-09</date><risdate>2022</risdate><volume>93</volume><issue>5</issue><spage>e563</spage><epage>e580</epage><pages>e563-e580</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><abstract>We examined developmental trajectories of attention‐deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non‐Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow‐up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. 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| ispartof | Child development, 2022-09, Vol.93 (5), p.e563-e580 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source (EBSCOhost); MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Academic Achievement Academic Success Achievement Adolescent Adolescents Adult Attention Deficit Disorder with Hyperactivity - complications Attention Deficit Hyperactivity Disorder Child Childhood Children College Bound Students Enrollment Enrollments Female Foreign Countries High School Students Higher education Humans Hyperactivity Longitudinal Studies Male North Carolina Postsecondary Education Predictor Variables Recruitment Schools Secondary schools Standardized Tests Symptoms (Individual Disorders) Teenagers |
| title | Paths to postsecondary education enrollment among adolescents with and without childhood attention‐deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories |
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