Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up

Sayal, K.; Merrell, C.; Tymms, P.; Kasim, A.

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. Methods: A 6 year follow-up of 4-5 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 10-11 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. Conclusions: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

Citation

Sayal, K., Merrell, C., Tymms, P., & Kasim, A. (2020). Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up. Journal of Attention Disorders, 24(1), 66-72. https://doi.org/10.1177/1087054714562588

• Journal Article Type: Article
• Online Publication Date: Jan 2, 2015
• Publication Date: Jan 31, 2020
• Deposit Date: Nov 12, 2014
• Publicly Available Date: Nov 19, 2014
• Journal: Journal of Attention Disorders
• Print ISSN: 1087-0547
• Electronic ISSN: 1557-1246
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 1
• Pages: 66-72
• DOI: https://doi.org/10.1177/1087054714562588
• Keywords: ADHD, Schools, Interventions, Follow-up.
• Public URL: https://durham-repository.worktribe.com/output/1417892