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Academic Underachievement and the Disruptive Behaviour Disorders


File number :
CS-PC-20e

Bibliographic reference :
Frick, P.J., Kamphaus, R.W., Lahey, B.B., & Loeber, R. (1991). Academic Underachievement and the Disruptive Behaviour Disorders. Journal of Consulting and Clinical Psychology, 59(2), 289-294.

Abstract :

Study Context
In this American study, researchers explored the prevalence of academic underachievement associated with attention deficit disorder with hyperactivity (ADHD) and conduct disorders among grade school students. Earlier studies have already established links among these variables. In fact, ADHD often occurs in comorbidity with conduct disorders. According to the authors, a regression analysis can hardly describe properly the relationship among these variables. Moreover, some studies using a measure of intelligence to determine expected academic achievement have major limitations. Firstly, due to the effect of multivariate analysis, students exhibiting higher intelligence are overidentified in comparison to students with lower intelligence. In addition, achievement scores increase as children get older. A different statistical method should be used to control for age and regression effects in multivariate analyses of the discrepancy between intelligence and academic achievement. A logit regression model analysis was used in this study.

Study Description
The sample was composed of 177 boys referred to a university-based outpatient clinic. The participants’ mean age was 9 years, 6 months. Selected criteria involved subjects who: 1) qualified for diagnosis of disruptive behavioural disorders; 2) did not exhibit mental retardation or a psychotic disorder; and 3) who lived with at least one biological parent. Children under medication had to discontinue treatment during the study with prior consent of their paediatrician or physician.

Socio-economic variables proved equivalent for both control and diagnostic groups. The students not meeting ADHD and behavioural disorder diagnosis criteria were selected to form the control group.

A measure of intelligence was taken using the Weschler Intelligence Scales for Children (WISC-R) and the academic achievement level was measured with the Basic Achievement Skills Individual Screener (BASIS). In addition, the Diagnostic Interview Schedule for Children (DISC) was used to classify subjects according to their diagnoses. The Diagnostic and Statistical Manual of Mental Disorders (DSM-III-R and DSM-III) criteria were used.

Main Results
Results have shown that ADHD and behavioural disorders are both associated to academic underachievement when studied separately. However, analyses using a different formula, the logit regression model analysis, have shown that behavioural disorders are associated with academic underachievement only because of their comorbidity with attention deficity disorder with hyperactivity. Therefore, only ADHD is associated with academic underachievement. Moreover, results have shown that academic underachievement is not more significantly associated with ADD without hyperactivity.



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Key Words :
Behavioural Disorder, Conduct Disorder, Underachievement, Attention Deficit Disorder, Hyperactivity, Attention Deficit Disorder/Hyperactivity, ADHD, Comorbidity, Variance, Intelligence, Age, Quantitative Analysis, Primary, Elementary

Monitored Countries :
United States