Daryl Efron1, Emma Sciberras2, Vicki Anderson2, Philip Hazell3, Obioha C Ukoumunne4, Brad Jongeling5, Elizabeth J Schilpzand6, Matthew Bisset7, Jan M Nicholson7. 1. Murdoch Childrens Research Institute, Melbourne, Victoria, Australia; The Royal Children's Hospital, Melbourne, Victoria, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, Victoria, Australia; daryl.efron@rch.org.au. 2. Murdoch Childrens Research Institute, Melbourne, Victoria, Australia; The Royal Children's Hospital, Melbourne, Victoria, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, Victoria, Australia; 3. Discipline of Psychiatry, The University of Sydney, Sydney, Australia; 4. PenCLAHRC, University of Exeter Medical School, University of Exeter, Exeter, United Kingdom; 5. Joondalup Child Development Centre, Perth, Australia; and Department of Paediatrics, University of Western Australia, Perth, Australia. 6. Murdoch Childrens Research Institute, Melbourne, Victoria, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, Victoria, Australia; 7. Murdoch Childrens Research Institute, Melbourne, Victoria, Australia;
Abstract
OBJECTIVES: To examine the functional status (mental health, academic performance, peer problems) of a community-based sample of children who have attention-deficit/hyperactivity disorder (ADHD) and non-ADHD controls, and to investigate gender and subtype differences. METHODS:Children aged 6 to 8 years were recruited through 43 Melbourne schools, using a 2-stage screening (parent and teacher Conners 3 ADHD index) and case confirmation (Diagnostic Interview Schedule for Children, Version IV; [DISC-IV]) procedure. Outcome measures were mental health disorders (DISC-IV), academic performance (Wide Range Achievement Test 4), and peer problems (Strength and Difficulties Questionnaire). Unadjusted and adjusted linear and logistic regression were used to compare ADHD and non-ADHD controls. RESULTS: A total of 179 children who have ADHD and 212 non-ADHD controls were recruited. Compared with controls, children who had ADHD had higher odds of externalizing (odds ratio [OR], 11.0; 95% confidence interval [CI], 5.6-21.6; P < .001) and internalizing (OR, 2.9; 95% CI, 1.2-7.2; P = .02) disorders; poorer reading (effect size, -0.66) and mathematics (effect size, -0.69) performance; and more peer problems (P < .001). Boys and girls who had ADHD were equally impaired. Only 17% of children in our ADHD group had been previously diagnosed. Previous diagnosis was higher in the Combined group and for boys. CONCLUSIONS: In their second year of school, children who had ADHD performed worse than controls across all functional domains, yet only a minority had been formally diagnosed with ADHD. Findings highlight the need for earlier diagnosis and intervention.
RCT Entities:
OBJECTIVES: To examine the functional status (mental health, academic performance, peer problems) of a community-based sample of children who have attention-deficit/hyperactivity disorder (ADHD) and non-ADHD controls, and to investigate gender and subtype differences. METHODS:Children aged 6 to 8 years were recruited through 43 Melbourne schools, using a 2-stage screening (parent and teacher Conners 3 ADHD index) and case confirmation (Diagnostic Interview Schedule for Children, Version IV; [DISC-IV]) procedure. Outcome measures were mental health disorders (DISC-IV), academic performance (Wide Range Achievement Test 4), and peer problems (Strength and Difficulties Questionnaire). Unadjusted and adjusted linear and logistic regression were used to compare ADHD and non-ADHD controls. RESULTS: A total of 179 children who have ADHD and 212 non-ADHD controls were recruited. Compared with controls, children who had ADHD had higher odds of externalizing (odds ratio [OR], 11.0; 95% confidence interval [CI], 5.6-21.6; P < .001) and internalizing (OR, 2.9; 95% CI, 1.2-7.2; P = .02) disorders; poorer reading (effect size, -0.66) and mathematics (effect size, -0.69) performance; and more peer problems (P < .001). Boys and girls who had ADHD were equally impaired. Only 17% of children in our ADHD group had been previously diagnosed. Previous diagnosis was higher in the Combined group and for boys. CONCLUSIONS: In their second year of school, children who had ADHD performed worse than controls across all functional domains, yet only a minority had been formally diagnosed with ADHD. Findings highlight the need for earlier diagnosis and intervention.
Authors: Elizabeth J Schilpzand; Emma Sciberras; Eva Alisic; Daryl Efron; Philip Hazell; Brad Jongeling; Vicki Anderson; Jan M Nicholson Journal: Eur Child Adolesc Psychiatry Date: 2017-10-30 Impact factor: 4.785
Authors: Petteri Joelsson; Roshan Chudal; David Gyllenberg; Anna-Kaisa Kesti; Susanna Hinkka-Yli-Salomäki; Juha-Pekka Virtanen; Jukka Huttunen; Terja Ristkari; Kai Parkkola; Mika Gissler; Andre Sourander Journal: Child Psychiatry Hum Dev Date: 2016-08
Authors: Stephanie D Smith; Lawrence A Vitulano; Liliya Katsovich; Shuaixing Li; Christina Moore; Fenghua Li; Heidi Grantz; Xixi Zheng; Virginia Eicher; Selin Aktan Guloksuz; Yi Zheng; Jinxia Dong; Denis G Sukhodolsky; James F Leckman Journal: J Atten Disord Date: 2016-05-13 Impact factor: 3.256