A longitudinal study of the association between inattention, hyperactivity and impulsivity and children’s academic attainment at age 11

Merrell, Christine and Sayal, Kapil and Tymms, Peter and Kasim, Adetayo (2017) A longitudinal study of the association between inattention, hyperactivity and impulsivity and children’s academic attainment at age

Temperamental predictors of developmental trajectories of inattention and hyperactivity–impulsivity problems in schoolchildren

BACKGROUND The current study aimed to examine the temperamental predictors of developmental trajectory subgroups of children's inattention and hyperactivity-impulsivity problems through a short-term longitudinal study. METHODS Children (n = 1344) were divided into younger (age 6-8 years) and older (age 9-11 years) groups in order to observe changes in inattention and hyperactivity-impulsivity...

Pre-school hyperactivity/attention problems and educational outcomes in adolescence: prospective longitudinal study.

BACKGROUND High levels of attentional and hyperactivity problems in school-aged children, even if subthreshold for attention-deficit hyperactivity disorder (ADHD), are associated with academic under-achievement. Few large-scale, community-based studies have investigated the relationship between pre-school and adolescence. AIMS To investigate whether pre-school hyperactivity/inattention and co...

Childhood trajectories of inattention and hyperactivity and prediction of educational attainment in early adulthood: a 16-year longitudinal population-based study.

OBJECTIVE Literature clearly documents the association between mental health problems, particularly attention deficit hyperactivity disorder (ADHD), and educational attainment. However, inattention and hyperactivity are generally not considered independently from each other in prospective studies. The aim of the present study was to differentiate the unique, additive, or interactive contributio...

Childhood behavior problems and academic outcomes in adolescence: longitudinal population-based study.

OBJECTIVE To investigate the impact of increasing levels of inattention, hyperactivity/impulsivity, and oppositional/defiant behaviors at age 7 years on academic achievement at age 16 years. METHOD In a population-based sample of 7-year-old children in England, information was obtained about inattention, hyperactivity/impulsivity, and oppositional/defiant behaviors (using parent and teacher r...