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

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Childhood behavior problems and academic outcomes in adolescence : Longitudinal population-based study. / Sayal, Kapil; Washbrook, E V; Propper, Carol.

In: Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 54, No. 5, 05.2015, p. 360-368.e2.

Research output: Contribution to journalArticle

Harvard

Sayal, K, Washbrook, EV & Propper, C 2015, 'Childhood behavior problems and academic outcomes in adolescence: Longitudinal population-based study' Journal of the American Academy of Child and Adolescent Psychiatry, vol. 54, no. 5, pp. 360-368.e2. https://doi.org/10.1016/j.jaac.2015.02.007

APA

Sayal, K., Washbrook, E. V., & Propper, C. (2015). Childhood behavior problems and academic outcomes in adolescence: Longitudinal population-based study. Journal of the American Academy of Child and Adolescent Psychiatry, 54(5), 360-368.e2. https://doi.org/10.1016/j.jaac.2015.02.007

Vancouver

Sayal K, Washbrook EV, Propper C. Childhood behavior problems and academic outcomes in adolescence: Longitudinal population-based study. Journal of the American Academy of Child and Adolescent Psychiatry. 2015 May;54(5):360-368.e2. https://doi.org/10.1016/j.jaac.2015.02.007

Author

Sayal, Kapil ; Washbrook, E V ; Propper, Carol. / Childhood behavior problems and academic outcomes in adolescence : Longitudinal population-based study. In: Journal of the American Academy of Child and Adolescent Psychiatry. 2015 ; Vol. 54, No. 5. pp. 360-368.e2.

Bibtex

@article{c5cfd99facad45ec8f0ae880174ab91d,
title = "Childhood behavior problems and academic outcomes in adolescence: Longitudinal population-based study",
abstract = "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 ratings) and the presence of attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders (DBDs). After adjusting for confounder variables, their associations with academic achievement in national General Certificate of Secondary Education (GCSE) examinations (using scores and minimum expected school-leaving qualification level [5 {"}good{"} GCSEs]) at age 16 years were investigated (N = 11,640).RESULTS: In adjusted analyses, there was a linear association between each 1-point increase in inattention symptoms and worse outcomes (2- to 3-point reduction in GCSE scores and 6{\%} to 7{\%} (10{\%}-12{\%} with teacher ratings) increased likelihood of not achieving 5 good GCSEs). ADHD was associated with a 27- to 32-point reduction in GCSE scores and, in boys, a more than 2-fold increased likelihood of not achieving 5 good GCSEs. In boys, oppositional/defiant behaviors were also independently associated with worse outcomes, and DBDs were associated with a 19-point reduction in GCSE scores and a 1.83-increased likelihood of not achieving 5 good GCSEs.CONCLUSION: Across the full range of scores at a population level, each 1-point increase in inattention at age 7 years is associated with worse academic outcomes at age 16. The findings highlight long-term academic risk associated with ADHD, particularly inattentive symptoms. After adjusting for inattention and ADHD respectively, oppositional/defiant behaviors and DBDs are also independently associated with worse academic outcomes.",
keywords = "Academic outcomes, ADHD, Inattention, Longitudinal, Oppositional/defiant",
author = "Kapil Sayal and Washbrook, {E V} and Carol Propper",
note = "Copyright {\circledC} 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.",
year = "2015",
month = "5",
doi = "10.1016/j.jaac.2015.02.007",
language = "English",
volume = "54",
pages = "360--368.e2",
journal = "Journal of the American Academy of Child and Adolescent Psychiatry",
issn = "0890-8567",
publisher = "Elsevier Inc.",
number = "5",

}

RIS - suitable for import to EndNote

TY - JOUR

T1 - Childhood behavior problems and academic outcomes in adolescence

T2 - Journal of the American Academy of Child and Adolescent Psychiatry

AU - Sayal, Kapil

AU - Washbrook, E V

AU - Propper, Carol

N1 - Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

PY - 2015/5

Y1 - 2015/5

N2 - 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 ratings) and the presence of attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders (DBDs). After adjusting for confounder variables, their associations with academic achievement in national General Certificate of Secondary Education (GCSE) examinations (using scores and minimum expected school-leaving qualification level [5 "good" GCSEs]) at age 16 years were investigated (N = 11,640).RESULTS: In adjusted analyses, there was a linear association between each 1-point increase in inattention symptoms and worse outcomes (2- to 3-point reduction in GCSE scores and 6% to 7% (10%-12% with teacher ratings) increased likelihood of not achieving 5 good GCSEs). ADHD was associated with a 27- to 32-point reduction in GCSE scores and, in boys, a more than 2-fold increased likelihood of not achieving 5 good GCSEs. In boys, oppositional/defiant behaviors were also independently associated with worse outcomes, and DBDs were associated with a 19-point reduction in GCSE scores and a 1.83-increased likelihood of not achieving 5 good GCSEs.CONCLUSION: Across the full range of scores at a population level, each 1-point increase in inattention at age 7 years is associated with worse academic outcomes at age 16. The findings highlight long-term academic risk associated with ADHD, particularly inattentive symptoms. After adjusting for inattention and ADHD respectively, oppositional/defiant behaviors and DBDs are also independently associated with worse academic outcomes.

AB - 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 ratings) and the presence of attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders (DBDs). After adjusting for confounder variables, their associations with academic achievement in national General Certificate of Secondary Education (GCSE) examinations (using scores and minimum expected school-leaving qualification level [5 "good" GCSEs]) at age 16 years were investigated (N = 11,640).RESULTS: In adjusted analyses, there was a linear association between each 1-point increase in inattention symptoms and worse outcomes (2- to 3-point reduction in GCSE scores and 6% to 7% (10%-12% with teacher ratings) increased likelihood of not achieving 5 good GCSEs). ADHD was associated with a 27- to 32-point reduction in GCSE scores and, in boys, a more than 2-fold increased likelihood of not achieving 5 good GCSEs. In boys, oppositional/defiant behaviors were also independently associated with worse outcomes, and DBDs were associated with a 19-point reduction in GCSE scores and a 1.83-increased likelihood of not achieving 5 good GCSEs.CONCLUSION: Across the full range of scores at a population level, each 1-point increase in inattention at age 7 years is associated with worse academic outcomes at age 16. The findings highlight long-term academic risk associated with ADHD, particularly inattentive symptoms. After adjusting for inattention and ADHD respectively, oppositional/defiant behaviors and DBDs are also independently associated with worse academic outcomes.

KW - Academic outcomes

KW - ADHD

KW - Inattention

KW - Longitudinal

KW - Oppositional/defiant

UR - http://www.scopus.com/inward/record.url?scp=84928301121&partnerID=8YFLogxK

U2 - 10.1016/j.jaac.2015.02.007

DO - 10.1016/j.jaac.2015.02.007

M3 - Article

VL - 54

SP - 360-368.e2

JO - Journal of the American Academy of Child and Adolescent Psychiatry

JF - Journal of the American Academy of Child and Adolescent Psychiatry

SN - 0890-8567

IS - 5

ER -