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The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population

INTRODUCTION: Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neur...

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Autores principales: Español-Martín, Gemma, Pagerols, Mireia, Prat, Raquel, Rivas, Cristina, Ramos-Quiroga, Josep Antoni, Casas, Miquel, Bosch, Rosa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10130398/
https://www.ncbi.nlm.nih.gov/pubmed/37124266
http://dx.doi.org/10.3389/fpsyt.2023.1136994
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author Español-Martín, Gemma
Pagerols, Mireia
Prat, Raquel
Rivas, Cristina
Ramos-Quiroga, Josep Antoni
Casas, Miquel
Bosch, Rosa
author_facet Español-Martín, Gemma
Pagerols, Mireia
Prat, Raquel
Rivas, Cristina
Ramos-Quiroga, Josep Antoni
Casas, Miquel
Bosch, Rosa
author_sort Español-Martín, Gemma
collection PubMed
description INTRODUCTION: Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neurodevelopmental disorders (ND) and the academic achievement of children and adolescents. The present investigation examined the impact of ADHD and SLD on academic performance in 1,287 Spanish students aged 5–17 from a low-middle (LM)- and a high-income population, when adjusted for comorbidity and demographic factors that may influence educational functioning. METHODS: Parents completed a questionnaire regarding demographic data along with the Strengths and Difficulties Questionnaire. Additionally, teachers provided information on learning difficulties trough the Protocol for Detection and Management of Dyslexia. Teacher’s Version. Academic performance across multiple domains (i.e., first language, foreign language, mathematics) was obtained from school records. ND were determined using standardized diagnostic methods based on the Diagnostic and Statistical Manual of Mental Disorders criteria. To examine the effects of ADHD and SLD on academic achievement and the potential moderating role of SES, a series of ordinal logistic regressions were conducted. RESULTS: Emotional/behavioral problems, learning difficulties, and ND were more frequent among individuals from the LM-income population. After controlling for gender, age, parental divorce/separation, grade retention, frequency of screen use, and daily meals, both ADHD and SLD were associated with worse educational outcomes. Lower SES also increased the risk for academic impairment, although the interactions with ADHD or SLD were not significant. CONCLUSION: These findings indicate that ADHD and SLD exert a pervasive impact on academic performance across different socioeconomic backgrounds. Therefore, early detection and effective intervention strategies aimed at students with these ND are crucial to improve their educational functioning and mitigate the negative consequences related to academic problems.
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spelling pubmed-101303982023-04-27 The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population Español-Martín, Gemma Pagerols, Mireia Prat, Raquel Rivas, Cristina Ramos-Quiroga, Josep Antoni Casas, Miquel Bosch, Rosa Front Psychiatry Psychiatry INTRODUCTION: Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neurodevelopmental disorders (ND) and the academic achievement of children and adolescents. The present investigation examined the impact of ADHD and SLD on academic performance in 1,287 Spanish students aged 5–17 from a low-middle (LM)- and a high-income population, when adjusted for comorbidity and demographic factors that may influence educational functioning. METHODS: Parents completed a questionnaire regarding demographic data along with the Strengths and Difficulties Questionnaire. Additionally, teachers provided information on learning difficulties trough the Protocol for Detection and Management of Dyslexia. Teacher’s Version. Academic performance across multiple domains (i.e., first language, foreign language, mathematics) was obtained from school records. ND were determined using standardized diagnostic methods based on the Diagnostic and Statistical Manual of Mental Disorders criteria. To examine the effects of ADHD and SLD on academic achievement and the potential moderating role of SES, a series of ordinal logistic regressions were conducted. RESULTS: Emotional/behavioral problems, learning difficulties, and ND were more frequent among individuals from the LM-income population. After controlling for gender, age, parental divorce/separation, grade retention, frequency of screen use, and daily meals, both ADHD and SLD were associated with worse educational outcomes. Lower SES also increased the risk for academic impairment, although the interactions with ADHD or SLD were not significant. CONCLUSION: These findings indicate that ADHD and SLD exert a pervasive impact on academic performance across different socioeconomic backgrounds. Therefore, early detection and effective intervention strategies aimed at students with these ND are crucial to improve their educational functioning and mitigate the negative consequences related to academic problems. Frontiers Media S.A. 2023-04-12 /pmc/articles/PMC10130398/ /pubmed/37124266 http://dx.doi.org/10.3389/fpsyt.2023.1136994 Text en Copyright © 2023 Español-Martín, Pagerols, Prat, Rivas, Ramos-Quiroga, Casas and Bosch. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychiatry
Español-Martín, Gemma
Pagerols, Mireia
Prat, Raquel
Rivas, Cristina
Ramos-Quiroga, Josep Antoni
Casas, Miquel
Bosch, Rosa
The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title_full The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title_fullStr The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title_full_unstemmed The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title_short The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population
title_sort impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in spanish children from a low-middle- and a high-income population
topic Psychiatry
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10130398/
https://www.ncbi.nlm.nih.gov/pubmed/37124266
http://dx.doi.org/10.3389/fpsyt.2023.1136994
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