title: Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up.
abstract: Objective:For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood.Method:A 6-year follow-up of 4- to 5-year-olds (N= 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests.Results:For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes.Conclusion:The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.
authors.affiliation: University of Nottingham, UK.|CANDAL (Centre for ADHD and Neuro-Developmental Disorders Across the Lifespan), Institute of Mental Health, Nottingham, UK.
authors.forename: Kapil
authors.initials: K
authors.lastname: Sayal
authors.affiliation: Durham University, UK.
authors.forename: Christine
authors.initials: C
authors.lastname: Merrell
authors.affiliation: Durham University, UK.
authors.forename: Peter
authors.initials: P
authors.lastname: Tymms
authors.affiliation: Durham University, UK.
authors.forename: Adetayo
authors.initials: A
authors.lastname: Kasim
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy; D002648:Child; D005500:Follow-Up Studies; D006801:Humans; D008433:Mathematics; D012574:Schools
keywords: ADHD; follow-up; interventions; schools