@article{ref1,
title="Childhood ADHD with and without co-occurring internalizing/externalizing problems: prospective predictions of change in adolescent academic and social functioning",
journal="Journal of attention disorders",
year="2023",
author="Reinke, Amber L. and Stiles, Kelsey and Lee, Steve S.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVE: Internalizing and externalizing problems predict poor academic and social outcomes. However, ADHD co-occurs with internalizing and externalizing problems and is itself a risk factor, thus preventing precise inferences. This study evaluated childhood anxiety, depression, and aggression as predictors of change in adolescent academic and social outcomes, including moderation by childhood ADHD. <br><br>METHODS: 182 ethnically-diverse 5- to 11-year-old youth with (54.7%) and without (45.3%) ADHD completed a separate baseline and 6- to 7-year prospective follow-up assessment, consisting of parallel measures across youth psychopathology, academic functioning (i.e., academic achievement, school competence), and friendship quality domains. <br><br>RESULTS: Whereas childhood ADHD inversely predicted academic competence, depression and aggression uniquely predicted worsening friendship quality. Interestingly, anxiety was unrelated to change in academic and friendship outcomes; similarly, neither ADHD, depression, nor aggression predicted change in objectively-measured academic achievement from a standardized assessment. <br><br>CONCLUSION: Implications for intervention and prevention are considered, including school-based approaches, within a developmental psychopathology framework.<p /> <p>Language: en</p>",
language="en",
issn="1087-0547",
doi="10.1177/10870547231187146",
url="http://dx.doi.org/10.1177/10870547231187146"
}