George J. DuPaul|Paul L. Morgan|George Farkas|Marianne M. Hillemeier|Steve Maczuga
Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade
Lehigh University|Pennsylvania State University|University of California, Irvine|Pennsylvania State University|Pennsylvania State University
children attentiondeficithyperactivity disorder adhd known exhibit significantly lower academic social functioning children yet field currently lacks knowledge specific impairment trajectories experienced children adhd may constrain early screening intervention effectiveness data analyzed nationally representative us cohort early childhood longitudinal study kindergarten class 19981999 eclsk 590 children 727 male whose parents reported formal diagnosis adhd childrens math reading interpersonal skills assessed 5 time points kindergarten fifth grade growth mixture model analyses indicated 4 latent trajectory classes reading 8 classes math 4 classes interpersonal skills membership reading math trajectory classes strongly related overlaps interpersonal skills classes weaker trajectory class membership correlated demographic characteristics behavioral functioning children adhd display substantial heterogeneity reading math interpersonal growth trajectories groups children especially likely display relatively severe levels academic social impairment time early screening intervention address impairment particularly reading difficulties among kindergarten students adhd warranted