Hostname: page-component-6bf8c574d5-rwnhh Total loading time: 0 Render date: 2025-02-22T14:39:52.109Z Has data issue: false hasContentIssue false
  • English
  • Français

Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: the GAZEL Youth study

Published online by Cambridge University Press:  01 April 2009

C. Galéra ,
M. Melchior ,
J.-F. Chastang ,
M.-P. Bouvard  and
E. Fombonne
C. Galéra*
Affiliation:
Child Psychiatry Department, Charles Perrens Hospital, University Victor Segalen Bordeaux 2, Bordeaux, France INSERM, U897, Equipe Avenir Prévention et prise en charge des traumatismes, Centre de Recherche Epidémiologie et Biostatistique, Bordeaux, France
M. Melchior
Affiliation:
INSERM, U687; Université Paris XI, IFR69, Villejuif, France
J.-F. Chastang
Affiliation:
INSERM, U687; Université Paris XI, IFR69, Villejuif, France
M.-P. Bouvard
Affiliation:
Child Psychiatry Department, Charles Perrens Hospital, University Victor Segalen Bordeaux 2, Bordeaux, France
E. Fombonne
Affiliation:
McGill University, Montreal Children's Hospital, Child Psychiatry, Montreal, Canada
*
*Address for correspondence: Dr C. Galéra, Pôle de pédopsychiatrie universitaire, Centre Hospitalier Charles-Perrens, 121 rue de la Béchade, 33076 Bordeaux, France. (Email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

Background

Children with attention deficit/hyperactivity disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examined the link between childhood hyperactivity-inattention symptoms (HI-s) and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socio-economic status (SES) and environmental factors at baseline.

Method

The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL Youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood HI-s and other risk factors on academic achievement 8 years later.

Results

HI-s independently predicted grade retention [adjusted odds ratio (OR) 3.58, 95% confidence interval (CI) 2.38–5.39], failure to graduate from secondary school (adjusted OR 2.41, 95% CI 1.43–4.05), obtaining a lower-level diploma (adjusted OR 3.00, 95% CI 1.84–4.89), and lower academic performance. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder (CD), even after accounting for adjustment variables.

Conclusions

This longitudinal survey replicates, in a general population-based setting, the finding of a link between HI-s and negative academic outcomes.

Keywords

Academic achievementadolescence and young adulthoodattention deficit hyperactivity disorderchildhoodepidemiologylongitudinal cohort
Type
Original Articles
Information
Psychological Medicine , Volume 39 , Issue 11 , November 2009 , pp. 1895 - 1906
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, TM (1991). Manual for the Child Behavior Checklist 4–18 and 1991 Profile. Department of Psychiatry, University of Vermont: Burlington, VT.Google Scholar
Achenbach, TM, Dumenci, L, Rescorla, LA (2003). DSM-oriented and empirically based approaches to constructing scales from the same item pools. Journal of Clinical Child and Adolescent Psychology 32, 328–340.CrossRefGoogle ScholarPubMed
Achenbach, TM, Rescorla, LA (2001). Manual for the ASEBA School-Age Forms and Profiles. Research Center for Children, Youth, and Families, University of Vermont: Burlington, VT.Google Scholar
Ackerman, BP, Brown, ED (2006). Income poverty, poverty co-factors, and the adjustment of children in elementary school. Advances in Child Development and Behavior 34, 91–129.CrossRefGoogle ScholarPubMed
Alonso, J, Angermeyer, MC, Bernert, S, Bruffaerts, R, Brugha, TS, Bryson, H, de Girolamo, G, Graaf, R, Demyttenaere, K, Gasquet, I, Haro, JM, Katz, SJ, Kessler, RC, Kovess, V, Lépine, JP, Ormel, J, Polidori, G, Russo, LJ, Vilagut, G, Almansa, J, Arbabzadeh-Bouchez, S, Autonell, J, Bernal, M, Buist-Bouwman, MA, Codony, M, Domingo-Salvany, A, Ferrer, M, Joo, SS, Martínez-Alonso, M, Matschinger, H, Mazzi, F, Morgan, Z, Morosini, P, Palacín, C, Romera, B, Taub, N, Vollebergh, WA (2004). Prevalence of mental disorders in Europe: results from the European Study of the Epidemiology of Mental Disorders (ESEMeD) project. Acta Psychiatrica Scandinavica (Suppl.) 420, 21–27.Google Scholar
APA (1994). Diagnostic and Statistical Manual of Mental Disorders, 4th edn. American Psychiatric Association: Washington, DC.Google Scholar
Armstrong, TD, Costello, EJ (2002). Community studies on adolescent substance use, abuse, or dependence and psychiatric comorbidity. Journal of Consulting and Clinical Psychology 70, 1224–1239.CrossRefGoogle ScholarPubMed
Barbaresi, WJ, Katusic, SK, Colligan, RC, Weaver, AL, Jacobsen, SJ (2007). Modifiers of long-term school outcomes for children with attention-deficit/hyperactivity disorder: does treatment with stimulant medication make a difference? Results from a population-based study. Journal of Developmental and Behavioral Pediatrics 28, 274–287.CrossRefGoogle ScholarPubMed
Barkley, RA (1998). Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 2nd edn. Guilford Press: New York.Google Scholar
Barkley, RA, Fischer, M, Edelbrock, CS, Smallish, L (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective study. Journal of the American Academy of Child and Adolescent Psychiatry 29, 546–557.CrossRefGoogle Scholar
Barry, TD, Lynam, R, Klinger, LG (2002). Academic underachievement and attention-deficit/hyperactivity disorder: the negative impact of symptom severity on school performance. Journal of School Psychology 40, 259–283.CrossRefGoogle Scholar
Belsley, DA, Kuh, E, Welsch, RE (1980). Regression Diagnostics: Identifying Influential Data and Sources of Collinearity. John Wiley and Sons: New York.CrossRefGoogle Scholar
Biederman, J, Faraone, S, Milberger, S, Guite, J, Mick, E, Chen, L, Mennin, D, Marrs, A, Ouellette, C, Moore, P, Spencer, T, Norman, D, Wilens, T, Kraus, I, Perrin, J (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity disorder and related disorders. Archives of General Psychiatry 53, 437–446.CrossRefGoogle ScholarPubMed
Biederman, J, Wilens, TE, Mick, E, Faraone, SV, Spencer, TJ (1998). Does attention-deficit hyperactivity disorder impact the developmental course of drug and alcohol abuse and dependence? Biological Psychiatry 44, 269–273.CrossRefGoogle ScholarPubMed
Bird, HR, Canino, G, Gould, MS, Ribera, J, Rubio-Stipec, M, Woodbury, M, Huertas-Goldman, S, Sesman, M (1987). Use of the Child Behavior Checklist as a screening instrument for epidemiological research in child psychiatry: results of a pilot study. Journal of the American Academy of Child and Adolescent Psychiatry 26, 207–213.CrossRefGoogle ScholarPubMed
Carlson, CL, Pelham, WE, Swanson, JM, Wagner, JL (1991). A divided attention analysis of the effects of methylphenidate on the arithmetic performance of children with attention-deficit hyperactivity disorder. Journal of Child Psychology and Psychiatry 32, 463–471.CrossRefGoogle ScholarPubMed
DuPaul, GJ, Rapport, MD (1993). Does methylphenidate normalize the classroom performance of children with attention deficit disorder? Journal of the American Academy of Child and Adolescent Psychiatry 32, 190–198.CrossRefGoogle ScholarPubMed
Elia, J, Welsh, PA, Gullotta, CS, Rapoport, JL (1993). Classroom performance: improvement with both methylphenidate and dextroamphetamine in ADHD boys. Journal of Child Psychology and Psychiatry 34, 785–804.CrossRefGoogle ScholarPubMed
Fedorowicz, VJ, Fombonne, E (2007). Suicidal behaviours in a population-based sample of French youth. Canadian Journal of Psychiatry 52, 617–624.CrossRefGoogle Scholar
Fergusson, DM, Horwood, LJ (1995). Early disruptive behavior, IQ, and later school achievement and delinquent behavior. Journal of Abnormal Child Psychology 23, 183–199.CrossRefGoogle ScholarPubMed
Fergusson, DM, Woodward, LJ (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry 59, 225–231.CrossRefGoogle ScholarPubMed
Fombonne, E (1989). The Child Behaviour Checklist and the Rutter parental questionnaire: a comparison between two screening instruments. Psychological Medicine 19, 777–785.CrossRefGoogle ScholarPubMed
Fombonne, E (1991). The use of questionnaires in psychiatry research: measuring their performance and choosing an optimal cut-off. Journal of Child Psychology and Psychiatry 32, 677–693.CrossRefGoogle ScholarPubMed
Fombonne, E (1994). The Chartres study: I. Prevalence of psychiatric disorders among French school-aged children. British Journal of Psychiatry 164, 69–79.CrossRefGoogle Scholar
Fombonne, E, Vermeersch, S (1997 a). Children of the GAZEL Cohort: I. Prevalence of contacts with the medicoeducational system for psychological reasons, and associated factors. Revue d'Epidémiologie et de Santé Publique 45, 29–40.Google ScholarPubMed
Fombonne, E, Vermeersch, S (1997 b). Children of the GAZEL Cohort: II. Motive for contact with the medical-educational system by age and sex. Revue d'Epidémiologie et de Santé Publique 45, 107–115.Google ScholarPubMed
Galéra, C, Bouvard, MP, Encrenaz, G, Messiah, A, Fombonne, E (2008 b). Hyperactivity-inattention symptoms in childhood and suicidal behaviors in adolescence: the youth GAZEL cohort. Acta Psychiatrica Scandinavica 118, 480–489.CrossRefGoogle ScholarPubMed
Galéra, C, Bouvard, MP, Messiah, A, Fombonne, E (2008 a). Hyperactivity-inattention symptoms in childhood and substance use in adolescence: the youth GAZEL cohort. Drug and Alcohol Dependence 94, 30–37.CrossRefGoogle ScholarPubMed
Galéra, C, Fombonne, E, Chastang, JF, Bouvard, M (2005). Childhood hyperactivity-inattention symptoms and smoking in adolescence. Drug and Alcohol Dependence 78, 101–108.CrossRefGoogle ScholarPubMed
Goldberg, M, Leclerc, A, Bonenfant, S, Chastang, JF, Shmaus, A, Kaniewski, N, Zins, M (2007). Cohort profile: the GAZEL cohort study. International Journal of Epidemiology 36, 32–39.CrossRefGoogle ScholarPubMed
Hinshaw, SP (1992). Academic underachievement, attention deficits, and aggression: comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology 60, 893–903.CrossRefGoogle ScholarPubMed
Hosmer, DW, Lemeshow, S (2000). Applied Logistic Regression, 2nd edn. Wiley Interscience: New York.CrossRefGoogle Scholar
Karoly, LA, Kilburn, MR, Cannon, JS (2005). Early Childhood Interventions: Proven Results, Future Promise. RAND Distribution Services: Santa Monica, CA.CrossRefGoogle Scholar
Krol, NPCM, De Bruyn, EEJ, Coolen, JC, van Aarle, EJM (2006). From CBCL to DSM: a comparison of two methods to screen for DSM-IV diagnoses using CBCL data. Journal of Clinical Child and Adolescent Psychology 31, 127–135.CrossRefGoogle Scholar
Loe, IM, Feldman, HM (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology 32, 643–654.CrossRefGoogle ScholarPubMed
Mannuzza, S, Klein, RG, Bessler, A, Malloy, P, LaPadula, M (1993). Adult outcome of hyperactive boys. Educational achievement, occupational rank, and psychiatric status. Archives of General Psychiatry 50, 565–576.CrossRefGoogle ScholarPubMed
Mash, J, Barkley, RA (2003). Child Psychopathology, 2nd edn. Guilford Press: New York.Google Scholar
Maughan, B, Carroll, J (2006). Literacy and mental disorders. Current Opinion in Psychiatry 19, 350–354.CrossRefGoogle ScholarPubMed
Melchior, M, Chastang, JF, Goldberg, P, Fombonne, E (2008). High prevalence rates of tobacco, alcohol and drug use in adolescents and young adults in France: results from the GAZEL Youth study. Addictive Behaviors 33, 122–133.CrossRefGoogle Scholar
Moffit, TE, Lynam, DR (1994). The neuropsychology of conduct disorder and delinquency: implications for understanding antisocial behaviour. In Psychopathy and Antisocial Personality: A Developmental Perspective (ed. Fowles, D., Stutker, P. and Goodman, S.), pp. 233–262. Progress in Experimental Personality and Psychopathology Research, vol. 18. Springer: New York.Google Scholar
Raggi, VL, Chronis, AM (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review 9, 85–110.CrossRefGoogle ScholarPubMed
Rapport, MD, Scanlan, SW, Denney, CB (1999). Attention-deficit/hyperactivity disorder and scholastic achievement: a model for dual developmental pathways. Journal of Child Psychology and Psychiatry 40, 1169–1183.CrossRefGoogle Scholar
Rubin, DB (1987). Multiple Imputation for Nonresponse in Surveys. Wiley: New York.CrossRefGoogle Scholar
Schachar, R, Jadad, AR, Gauld, M, Boyle, M, Booker, L, Snider, A, Kim, M, Cunningham, C (2002). Attention-deficit hyperactivity disorder: critical appraisal of extended treatment studies. Canadian Journal of Psychiatry 47, 337–348.CrossRefGoogle ScholarPubMed
Spencer, TJ, Biederman, J, Mick, E (2007). Attention-deficit/hyperactivity disorder: diagnosis, lifespan, comorbidities, and neurobiology. Journal of Pediatric Psychology 32, 631–642.CrossRefGoogle ScholarPubMed
Stanger, C, Fombonne, E, Achenbach, T (1994). Epidemiological comparisons of American and French children: parent reports of problems and competencies for ages 6–11. European Child and Adolescent Psychiatry 3, 16–28.CrossRefGoogle ScholarPubMed
Stone, WL, La Greca, AM (1990). The social status of children with learning disabilities: a reexamination. Journal of Learning Disabilities 23, 32–37.CrossRefGoogle ScholarPubMed
Timko, C, Cronkite, RC, Swindle, R, Robinson, RL, Turrubiartes, P, Moos, RH (2008). Functioning status of adult children of depressed parents: a 23-year follow-up. Psychological Medicine 38, 343–352.CrossRefGoogle ScholarPubMed
Tourangeau, R, Yan, T (2007). Sensitive questions in surveys. Psychological Bulletin 33, 859–883.CrossRefGoogle Scholar
Van Ameringen, M, Mancini, C, Farvolden, P (2003). The impact of anxiety disorders on educational achievement. Journal of Anxiety Disorders 17, 561–571.CrossRefGoogle ScholarPubMed
Van der Oord, S, Prins, PJM, Oosterlaan, J, Emmelkamp, PMG (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: a meta-analysis. Clinical Psychology Review 28, 783–800.CrossRefGoogle ScholarPubMed
Weissman, MM, Warner, V, Wickramaratne, P, Moreau, D, Olfson, M (1997). Offspring of depressed parents: 10 years later. Archives of General Psychiatry 54, 932–940.CrossRefGoogle ScholarPubMed