Constituent ratio of children entering school at different age bracket among children with attention deficit/hyperactivity disorder.
- MA Jun.
Author information
+
History
+
Abstract
Objectives To explore the difference of the constituent ratio between children with attention deficit/hyperactivity disorder (ADHD) entering the primary school at the different age. Methods The constituent ratio by grades among the primary school children with ADHD was calculated with the three categories of school entrance age:from 6 years to 6 years and 5 months,from 6 years and 6 month to 6 years and 11 months,7 years and above.Pearson's chi-square test was used to examine whether the difference of the constituent ratio existed between thress categories.The change of the constituent ratio with increasing grade was observed. Results There was significant statistical difference of the constituent ratio between three categories children with ADHD during 1 to 3 grade(χ2=50.883,P<0.0001).The relative ratio was 1.656,95%CI was 1.434~1.913.The difference of constituent ratio was decreasing with the grade increasing.It showed no significant statistical difference in the fourth grade and later. Conclusions The constituent ratio of those entering into the primary school at the younger age among children with ADHD is relatively higher.This phenomenon is salient in the lower grade.It is postulated that the school readiness is deficient in the relatively younger children so that more children entering the primary school at the younger age would develop the symptoms of ADHD.
Key words
attention deficit/hyperactivity disorder / school readiness / school entrance age / children / brain development
{{custom_sec.title}}
{{custom_sec.title}}
References
[1] National Education Goals Panel.The goal 1 technical planning subgroup report on school readiness[M].Washington DC:National Education Goals Panel,1991.
[2] West J,Denton K,Germino-Gausken E.America's kindergartners:findings from the early childhood longitudinal study,kindergarten class of 1998-1999,fall 1998 (NCES 2000-07-02)[M].Washington DC:National Center for Education Statistics,2000.
[3] Gupta R,Kar BR.Development of attentional processes in ADHD and normal children[J].Prog Brain Res,2009,176:259-276.
[4] Nigg J,Nikolas M,Burt SA.Measured gene-by-environment interaction in relation to attention-deficit/hyperactivity disorder[J].J Am Acad Child Adolesc Psychiatry,2010,49(9):863-873.
[5] Zhang H,Zhu S,Zhu Y,et al.An association study between SNAP-25 gene and attention-deficit hyperactivity disorder[J].Eur J Paediatr Neurol,2011,15(1):48-52.
[6] Nikolas M,Friderici K,Waldman I,et al.Gene x environment interactions for ADHD:synergistic effect of 5HTTLPR genotype and youth appraisals of inter-parental conflict[J].Behav Brain Funct,2010,16(6):23-30.
[7] American Psychiatric Association.Diagnostic and statistical manual of mental disorders,4th Edition(DSM-Ⅳ)[M].Washington DC:American Psychiatric press,1994:80-100.
[8] Willer B,Bredekamp S.Public policy report:redefining readiness:an essential requisite for educational reform[J].Young Child,1990,45(5):22-24.
[9] Pagani LS,Fitzpatrick C,Archambault I,et al.School readiness and later achievement:a French Canadian replication and extension[J].Dev Psychol,2010,46(5):984-994. [10] Schor EL,Abrams MK,Shea K.Medicaid:health promotion and disease prevention for school readiness[J].Health Aff (Millwood),2007,26(2):420-429.
[11] 盖笑松.儿童入学准备研究与实践[M].长春:吉林教育出版社,2007.
[12] Pagani LS,Fitzpatrick C.Children's school readiness:implications for eliminating future disparities in health and education[J].Health Educ Behav,2013 Feb 27.[Epub ahead of print]
[13] Tamnes CK,stby Y,Walhovd KB,et al.Neuroanatomical correlates of executive functions in children and adolescents:a magnetic resonance imaging (MRI) study of cortical thickness[J].Neuropsychologia,2010,48(9):2496-2508.
[14] Moriguchi Y,Hiraki K.Longitudinal development of prefrontal function during early childhood[J].Dev Cogn Neurosci,2011,1(2):153-162.
[15] Wilmsmeier A,Ohrmann P,Suslow T,et al.Neural correlates of set-shifting:decomposing executive functions in schizophrenia[J].J Psychiatry Neurosci,2010,35(5):321-329.
[16] Stevens HE.Prefrontal cortex:disorders and development[J].J Am Acad Child Adolesc Psychiatry,2010,49(3):203-204.
[17] Shaw P,Gogtay N,Rapoport J.Childhood psychiatric disorders as anomalies in neurodevelopmental trajectories[J].Hum Brain Mapp,2010,31(6):917-925.
[18] Rowe EW,Miller C,Ebenstein LA,et al.Cognitive predictors of reading and math achievement among gifted referrals[J].Sch Psychol Q,2012,27(3):144-153.
[19] O'Connor E.Teacher-child relationships as dynamic systems[J].J Sch Psychol,2010,48(3):187-218.
[2] West J,Denton K,Germino-Gausken E.America's kindergartners:findings from the early childhood longitudinal study,kindergarten class of 1998-1999,fall 1998 (NCES 2000-07-02)[M].Washington DC:National Center for Education Statistics,2000.
[3] Gupta R,Kar BR.Development of attentional processes in ADHD and normal children[J].Prog Brain Res,2009,176:259-276.
[4] Nigg J,Nikolas M,Burt SA.Measured gene-by-environment interaction in relation to attention-deficit/hyperactivity disorder[J].J Am Acad Child Adolesc Psychiatry,2010,49(9):863-873.
[5] Zhang H,Zhu S,Zhu Y,et al.An association study between SNAP-25 gene and attention-deficit hyperactivity disorder[J].Eur J Paediatr Neurol,2011,15(1):48-52.
[6] Nikolas M,Friderici K,Waldman I,et al.Gene x environment interactions for ADHD:synergistic effect of 5HTTLPR genotype and youth appraisals of inter-parental conflict[J].Behav Brain Funct,2010,16(6):23-30.
[7] American Psychiatric Association.Diagnostic and statistical manual of mental disorders,4th Edition(DSM-Ⅳ)[M].Washington DC:American Psychiatric press,1994:80-100.
[8] Willer B,Bredekamp S.Public policy report:redefining readiness:an essential requisite for educational reform[J].Young Child,1990,45(5):22-24.
[9] Pagani LS,Fitzpatrick C,Archambault I,et al.School readiness and later achievement:a French Canadian replication and extension[J].Dev Psychol,2010,46(5):984-994. [10] Schor EL,Abrams MK,Shea K.Medicaid:health promotion and disease prevention for school readiness[J].Health Aff (Millwood),2007,26(2):420-429.
[11] 盖笑松.儿童入学准备研究与实践[M].长春:吉林教育出版社,2007.
[12] Pagani LS,Fitzpatrick C.Children's school readiness:implications for eliminating future disparities in health and education[J].Health Educ Behav,2013 Feb 27.[Epub ahead of print]
[13] Tamnes CK,stby Y,Walhovd KB,et al.Neuroanatomical correlates of executive functions in children and adolescents:a magnetic resonance imaging (MRI) study of cortical thickness[J].Neuropsychologia,2010,48(9):2496-2508.
[14] Moriguchi Y,Hiraki K.Longitudinal development of prefrontal function during early childhood[J].Dev Cogn Neurosci,2011,1(2):153-162.
[15] Wilmsmeier A,Ohrmann P,Suslow T,et al.Neural correlates of set-shifting:decomposing executive functions in schizophrenia[J].J Psychiatry Neurosci,2010,35(5):321-329.
[16] Stevens HE.Prefrontal cortex:disorders and development[J].J Am Acad Child Adolesc Psychiatry,2010,49(3):203-204.
[17] Shaw P,Gogtay N,Rapoport J.Childhood psychiatric disorders as anomalies in neurodevelopmental trajectories[J].Hum Brain Mapp,2010,31(6):917-925.
[18] Rowe EW,Miller C,Ebenstein LA,et al.Cognitive predictors of reading and math achievement among gifted referrals[J].Sch Psychol Q,2012,27(3):144-153.
[19] O'Connor E.Teacher-child relationships as dynamic systems[J].J Sch Psychol,2010,48(3):187-218.
