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Trajectories of emotional and conduct problems and their association with early high school achievement and engagement for adolescents with ADHD
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posted on 2021-03-01, 00:00 authored by Nardia Zendarski, Fiona Mensah, Harriet Hiscock, Emma SciberrasEmma SciberrasOBJECTIVE: This study aimed to (a) identify longitudinal trajectories of emotional and conduct problems from middle childhood to early adolescence in a sample of 130 adolescents diagnosed with ADHD and (b) examine trajectories in relation to early adolescent academic achievement and engagement. METHOD: Group-based trajectory models (GBTMs) were constructed from the parent-rated strengths and difficulties questionnaire (SDQ) subscales of emotional and conduct problems at three time points, mean ages 10.7 years, 11.6 years, and 13.7 years. Associations between trajectories and adolescent academic achievement and engagement were examined using multivariate regression. RESULTS: Four distinct trajectories were identified within each domain. High-persistent problem trajectories in each domain were associated with poorer achievement and lower school engagement compared with adolescents following persistent-low problem trajectories. CONCLUSION: Findings highlight the importance of early assessment and management of comorbid emotional and conduct problems for children with ADHD as they predict school difficulties during early high school.
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Journal
Journal of attention disordersVolume
25Issue
5Pagination
623 - 635Publisher
SAGE PublicationsLocation
London, Eng.Publisher DOI
eISSN
1557-1246Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2019, The Author(s)Usage metrics
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