Title |
Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years
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Published in |
European Child & Adolescent Psychiatry, March 2016
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DOI | 10.1007/s00787-016-0843-4 |
Pubmed ID | |
Authors |
Julie Salla, Grégory Michel, Jean Baptiste Pingault, Eric Lacourse, Stéphane Paquin, Cédric Galéra, Bruno Falissard, Michel Boivin, Richard E. Tremblay, Sylvana M. Côté |
Abstract |
Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention. |
X Demographics
Geographical breakdown
Country | Count | As % |
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United States | 1 | 25% |
France | 1 | 25% |
Unknown | 2 | 50% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 3 | 75% |
Practitioners (doctors, other healthcare professionals) | 1 | 25% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
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Canada | 1 | <1% |
Unknown | 109 | 99% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Master | 17 | 15% |
Researcher | 13 | 12% |
Student > Bachelor | 13 | 12% |
Student > Doctoral Student | 12 | 11% |
Student > Ph. D. Student | 11 | 10% |
Other | 23 | 21% |
Unknown | 21 | 19% |
Readers by discipline | Count | As % |
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Psychology | 48 | 44% |
Social Sciences | 9 | 8% |
Agricultural and Biological Sciences | 4 | 4% |
Medicine and Dentistry | 4 | 4% |
Nursing and Health Professions | 3 | 3% |
Other | 16 | 15% |
Unknown | 26 | 24% |