Brian J Zikmund-Fisher, Holly O Witteman, Mark Dickson, Andrea Fuhrel-Forbis, Valerie C Kahn, Nicole L Exe, Melissa Valerio, Lisa G Holtzman, Laura D Scherer, Angela Fagerlin
Blocks, ovals, or people? Icon type affects risk perceptions and recall of pictographs
Medical decision making : an international journal of the Society for Medical Decision Making
many countries implement doubleshift schooling system offering morning afternoon shifts driven diverse factors young people adhd may face educational problems attending morning shifts compared afternoon shifts investigate used data brazilian schoolbased cohort n 2240 614 years old 456 female 502 morning shift 112 adhd adhd determined child psychiatrists using semistructured interview educational outcomes measured crosssectionally three years later 80 retention included reading writing ability performance school subjects negative school events repetition suspension dropout generalized regression models tested interaction adhd school shift adjusted age sex raceethnicity intelligence parental education socioeconomic status site attrition adjusted inverse probability weights used two dimensional measures attentional problems sensitivity analysis adhd morning shift independently associated lower reading writing ability higher odds negative school events cross sectionally adhd independently predicted lower performance school subjects higher negative school events followup interaction found crosssectional level way studying afternoon present better educational outcomes compared studying morning lower adhd symptom thus adhd associated poorer educational outcomes among studying morning however participants studying afternoon lower levels attentional problems presented better educational despite associations fade away time