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Trajectories of emotional and conduct problems and their association with early high school achievement and engagement for adolescents with ADHD

journal contribution
posted on 2021-03-01, 00:00 authored by Nardia Zendarski, Fiona Mensah, Harriet Hiscock, Emma SciberrasEmma Sciberras
OBJECTIVE: 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.

History

Journal

Journal of attention disorders

Volume

25

Issue

5

Pagination

623 - 635

Publisher

SAGE Publications

Location

London, Eng.

eISSN

1557-1246

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, The Author(s)

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