Abstract
Factors associated with the probability of attention-deficit/hyperactivity (ADHD) diagnosis among third grade US elementary school children were investigated in a nationally representative sample of 9278 children in the 2002 follow-up of the Early Childhood Longitudinal Survey Cohort conducted at University of Texas, Austin, TX.
Highlights
Factors associated with the probability of attention-deficit/hyperactivity (ADHD) diagnosis among third grade US elementary school children were investigated in a nationally representative sample of 9278 children in the 2002 follow-up of the Early Childhood Longitudinal Survey Cohort conducted at University of Texas, Austin, TX
In a total of 5.44% children diagnosed with attention-deficit/hyperactivity disorder (ADHD), the means of several variables differed in frequency of ADHD diagnosis
ADHD diagnosis was more frequent in children born in summer months; in lower-income families; in children taught by an older teacher; and in schools subject to stricter state-level performance accountability laws
Summary
Factors associated with the probability of attention-deficit/hyperactivity (ADHD) diagnosis among third grade US elementary school children were investigated in a nationally representative sample of 9278 children in the 2002 follow-up of the Early Childhood Longitudinal Survey Cohort conducted at University of Texas, Austin, TX. The PDD and ADHD group had similar scores in communication problems and restricted and repetitive behavior. PDD patients had a higher score than the ADHD group only in the social interaction impairment.
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