The Academic Experience of Male High School Students with ADHD

Autor/inn/en	Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.
Titel	The Academic Experience of Male High School Students with ADHD
Quelle	In: Journal of Abnormal Child Psychology, 39 (2011) 3, S.451-462 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-010-9472-4
Schlagwörter	High School Students; At Risk Students; Dropouts; Attention Deficit Hyperactivity Disorder; Adolescents; Followup Studies; Males; Student Experience; Comparative Analysis; Academic Achievement; Longitudinal Studies; Teachers; Parents; Grades (Scholastic); Grade Point Average; Student Placement; Academic Failure; Educational Environment; Attendance Patterns + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Follow-up studies; Kontaktstudium; Male; Männliches Geschlecht; Studienerfahrung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrer; Lehrerin; Lehrende; Eltern; Notenspiegel; Schülerpraktikum; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10