Associations of attention deficit hyperactivity disorder (ADHD) at school entry with early academic progress in children born prematurely and full-term controls

H. Gerry Taylor, Leah Orchinik, Mary A. Fristad, Nori Minich, Nancy Klein, Kimberly Andrews Espy, Mark Schluchter, Maureen Hack

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

This study examined associations of a caregiver-based diagnosis of attention deficit hyperactivity disorder (ADHD) in kindergarten with early learning progress in 139 extremely preterm/extremely low birth weight (EPT/ELBW, gestational age <28 weeks and/or <1000 g birth weight) children and 111 term-born normal birth weight (NBW) controls. ADHD and related symptom counts as assessed by psychiatric interviews of caregivers were examined as predictors of achievement scores across the first three school years. ADHD and higher symptom counts predicted slower progress across school years or lower scores in all years on tests of reading, spelling, and mathematics. Associations were independent of the effects of preterm birth and remained when controlling for other psychiatric diagnoses and scores on tests of intelligence or executive function. Assessments of ADHD in kindergarten complement preterm birth and cognitive weaknesses as markers of risk for poor early learning progress and may help determine needs for early intervention.

Original languageEnglish (US)
Pages (from-to)1-10
Number of pages10
JournalLearning and Individual Differences
Volume69
DOIs
StatePublished - Jan 2019

Keywords

  • Academic achievement
  • Attention deficit hyperactivity disorder
  • Early learning progress
  • Executive function
  • Low birth weight
  • Preterm birth

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Associations of attention deficit hyperactivity disorder (ADHD) at school entry with early academic progress in children born prematurely and full-term controls'. Together they form a unique fingerprint.

  • Cite this