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Sökning: WFRF:(Kuja Halkola Ralf) > (2019) > Attention-Deficit/H...

Attention-Deficit/Hyperactivity Disorder, School Performance, and Effect of Medication

Jangmo, Andreas (författare)
Karolinska Institutet
Stålhandske, Amanda (författare)
Karolinska Institutet, Stockholm, Sweden; Child and Adolescent Clinic, Stockholm County Council, Stockholm, Sweden
Chang, Zheng (författare)
Karolinska Institutet
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Chen, Qi (författare)
Karolinska Institutet
Almqvist, Catarina (författare)
Karolinska Institutet
Feldman, Inna, Docent, 1951- (författare)
Uppsala universitet,Socialmedicin/CHAP
Bulik, Cynthia M. (författare)
Karolinska Institutet
Lichtenstein, Paul (författare)
Karolinska Institutet
D'Onofrio, Brian (författare)
Karolinska Institutet
Kuja-Halkola, Ralf (författare)
Karolinska Institutet
Larsson, Henrik, 1975- (författare)
Örebro universitet,Institutionen för medicinska vetenskaper,Karolinska Institutet, Stockholm, Sweden
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 (creator_code:org_t)
Elsevier, 2019
2019
Engelska.
Ingår i: Journal of the American Academy of Child and Adolescent Psychiatry. - : Elsevier. - 0890-8567 .- 1527-5418. ; 58:4, s. 423-432
  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
Stäng  
  • OBJECTIVE: Individuals with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for poor school performance, and pharmacological treatment of ADHD may have beneficial effects on school performance. Conclusions from previous research have been limited by small sample sizes, outcome measures, and treatment follow-up. The current study analyzed school performance in students with ADHD compared to students without ADHD, and the association between pharmacological treatment of ADHD and school performance.METHOD: A linkage of Swedish national registers covering 657,720 students graduating from year 9 of compulsory school provided measures of school performance, electronically recorded dispensations of ADHD medication, and potentially confounding background factors such as parental socioeconomic status. Primary measures of school performance included student eligibility to upper secondary school and grade point sum.RESULTS: ADHD was associated with substantially lower school performance independent of socioeconomic background factors. Treatment with ADHD medication for 3 months was positively associated with all primary outcomes, including a decreased risk of no eligibility to upper secondary school, odds ratio = 0.80, 95% confidence interval (CI) = 0.76-0.84, and a higher grade point sum (range, 0.0-320.0) of 9.35 points, 95% CI = 7.88-10.82; standardized coefficient = 0.20.CONCLUSION: ADHD has a substantial negative impact on school performance, whereas pharmacological treatment for ADHD is associated with higher levels in several measures of school performance. Our findings emphasize the importance of detection and treatment of ADHD at an early stage to reduce the negative impact on school performance.

Ämnesord

MEDICIN OCH HÄLSOVETENSKAP  -- Hälsovetenskap -- Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi (hsv//swe)
MEDICAL AND HEALTH SCIENCES  -- Health Sciences -- Public Health, Global Health, Social Medicine and Epidemiology (hsv//eng)
MEDICIN OCH HÄLSOVETENSKAP  -- Klinisk medicin -- Psykiatri (hsv//swe)
MEDICAL AND HEALTH SCIENCES  -- Clinical Medicine -- Psychiatry (hsv//eng)
MEDICIN OCH HÄLSOVETENSKAP  -- Klinisk medicin -- Pediatrik (hsv//swe)
MEDICAL AND HEALTH SCIENCES  -- Clinical Medicine -- Pediatrics (hsv//eng)

Nyckelord

ADHD
medication
school performance
treatment

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