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Academic outcomes following a school-based RCT for ADHD: 6-year follow-up
Sayal, Kapil Merrell, Christine Tymms, Peter Kasim, Adetayo
Sayal, Kapil
Merrell, Christine
Tymms, Peter
Kasim, Adetayo
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.
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2015-01-02
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Sayal K, Merrell C, Tymms P, Kasim A. Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up. J Atten Disord. 2020 Jan;24(1):66-72. doi: 10.1177/1087054714562588. Epub 2015 Jan 2.
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Article as accepted for publication in Journal of Attention Disorders published by SAGE Publications available at http://dx.doi.org/10.1177/1087054714562588