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Do inattention and hyperactivity symptoms equal scholastic impairment? evidence from three European cohorts

DOI: 10.1186/1471-2458-7-327

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Abstract:

Data come from three population-based cohorts from Sweden, Denmark, and Finland, which are part of the Nordic Network on ADHD. The combined sample size was 13,087 children who were studied at ages 7–8 or 10–12 years. Teachers rated children on inattention and hyperactivity symptoms and reported children's scholastic performance on basic skills.There was a significant association in all cohorts between core ADHD symptoms and scholastic impairment in reading, writing, and mathematics. Particularly, inattention was related to a two to tenfold increase in scholastic impairment. Prevalence of hyperactivity symptoms was similar across the three cohorts, but inattention was lowest among children from the Finnish cohort, after stratification on living conditions.These results extend previous reports of scholastic impairment among children with clinically diagnosed ADHD to non-referred population samples from three European countries. Surveillance policies should be implemented in school systems to catch children in need of behavioral or scholastic support early.Attention Deficit/Hyperactivity Disorder (ADHD) is the most common neurobehavioral disorder in children and adolescents. ADHD is associated with impairment in all aspects of a child's life, i.e. family, social, and academic [1,2]. Children with ADHD often follow a sustained negative developmental trajectory [3] and impairments can continue into adulthood [4]. ADHD is a concern for public health and policy makers not only due to the wide ranging associated difficulties, but also because it is a substantial economic burden for society in terms of medical treatment [5] and indirect costs related to high risk behaviors [6,7] and their consequences. Early identification of possible cases would be helpful in the planning of public services.ADHD is characterized by inattention and hyperactivity symptoms inappropriate for age or developmental level and diagnosis requires symptoms to be associated with considerable impairment

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