轻度行为问题儿童ADHD诊断与未来学校行为的关系

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jayanti Owens
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引用次数: 16

摘要

注意缺陷/多动障碍(ADHD)是美国儿童中最常见的行为障碍。在有严重和轻微行为问题的儿童中,多动症的诊断都有所增加,部分原因是学业压力的增加。这项研究考察了ADHD诊断的后果。诊断可以带来有益的药物治疗和社会支持,但也可能引发负面的社会和心理过程,正如标签理论所表明的那样。对于有轻微行为问题的儿童,诊断可能会引发他们第一次意识到自己“与众不同”,例如通过负面的老师/同伴效应。通过将1998-1999年早期儿童纵向研究-幼儿园队列中诊断出的和其他可比较的未诊断的儿童进行匹配,我发现药物对诊断出严重的诊断前行为问题的儿童有积极作用,产生了可比较的未来教师评价的未诊断匹配的学校行为。然而,与标签理论相一致的是,在诊断前有轻微行为问题的确诊儿童和接受药物治疗的儿童,在未来的教师评价中,表现出比未确诊儿童更差的社会和学业行为。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relationships between an ADHD Diagnosis and Future School Behaviors among Children with Mild Behavioral Problems
Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder among U.S. children. ADHD diagnoses have risen among children with both severe and mild behavioral problems, partly in response to mounting academic pressure. This study examines the consequences of ADHD diagnosis. Diagnosis can bring beneficial pharmacological treatment and social supports, but it can also trigger negative social and psychological processes, as suggested by labeling theory. For children with mild behavioral problems, diagnosis may trigger awareness of being ‘‘different’’ for the first time, for example through negative teacher/peer effects. By matching diagnosed and otherwise comparable undiagnosed children from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998–1999, I find that medication has positive effects for diagnosed children with severe prediagnosis behavioral problems, yielding comparable future teacher-rated school behaviors as undiagnosed matches. However, diagnosed and medicated children with mild prediagnosis behavioral problems exhibit poorer future teacher-rated social and academic behaviors than their undiagnosed matches, consistent with labeling theory.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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