This work was supported by Grants HD26026 and HD42080 from the National Institute of Child Health and Human Development and the Agency for Healthcare Research and Quality and by Grants T73 MC00036 and T77 MC00031 from the Maternal and Child Health Bureau of the Health Resources and Services Administration of the U.S. Department of Health and Human Services. We thank Lynne Huffman, MD, for her helpful statistical support and review of the article.
Early Histories of School-Aged Children With Attention-Deficit/ Hyperactivity Disorder
Article first published online: 18 NOV 2008
© 2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.
Volume 79, Issue 6, pages 1853–1868, November/December 2008
How to Cite
Loe, I. M., Balestrino, M. D., Phelps, R. A., Kurs-Lasky, M., Chaves-Gnecco, D., Paradise, J. L. and Feldman, H. M. (2008), Early Histories of School-Aged Children With Attention-Deficit/ Hyperactivity Disorder. Child Development, 79: 1853–1868. doi: 10.1111/j.1467-8624.2008.01230.x
- Issue published online: 18 NOV 2008
- Article first published online: 18 NOV 2008
In a prospective study of developmental outcomes in relation to early-life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention-deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non-ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder.