Early Intervention for Young Children with Attention Deficit Hyperactivity Disorder: Prediction of Academic and Behavioral Outcomes

Autor/inn/en	DuPaul, George J.; Kern, Lee; Caskie, Grace I. L.; Volpe, Robert J.
Titel	Early Intervention for Young Children with Attention Deficit Hyperactivity Disorder: Prediction of Academic and Behavioral Outcomes
Quelle	In: School Psychology Review, 44 (2015) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR44-1.3-20
Schlagwörter	Early Intervention; Attention Deficit Hyperactivity Disorder; Predictor Variables; Outcomes of Treatment; Preschool Children; At Risk Students; Emergent Literacy; Reading Skills; Diagnostic Tests; Parents; Preschool Teachers; Randomized Controlled Trials; Mathematics Skills; Child Behavior; Behavior Problems; Reading Achievement; Mathematics Achievement; Child Rearing; Stress Variables; Achievement Tests; Elementary School Students; Reading Fluency; Reading Tests; Statistical Analysis; Rating Scales; Bracken Basic Concept Scale; Parenting Stress Index; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Conners Rating Scales + Suchen Sie Ihr Suchwort? Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Reading skill; Lesefertigkeit; Diagnostic test; Diagnostischer Test; Eltern; Erzieher; Erzieherin; Kindergärtnerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Leseleistung; Mathmatics sikills; Mathematical ability; Kindererziehung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Statistische Analyse; Rating-Skala
Abstract	We examined the degree to which child, family, and treatment variables predicted treatment outcomes for reading and math achievement and oppositional behavior in a sample of 135 young children (105 boys and 30 girls). All of the participants met "Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision" criteria for attention deficit hyperactivity disorder and received early intervention over a period of 24 months. Results of second-order latent growth model analyses indicated that (a) growth and posttreatment performance in reading and math were predicted by age, cognitive ability, gender, and lower perceived family support at pretreatment; (b) growth and posttreatment reading performance were predicted by child ethnicity; (c) posttreatment oppositional behavior was predicted by higher child hyperactivity-impulsivity symptoms at pretreatment, more hours of consultant contact, and receipt of psychotropic medication at pretreatment; and (d) parent attendance at education sessions was inversely related to improvement in oppositional behavior over time. Early intervention during the preschool years may yield significant improvement in reading and math skills for those children at greater risk of academic difficulties. Alternatively, children with milder symptoms and greater cognitive abilities may show the greatest improvement in oppositional behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01