A four-year follow-up study of the effects of methylphenidate on the behavior and academic achievement of hyperactive children

1981 ◽  
Vol 9 (4) ◽  
pp. 495-505 ◽  
Author(s):  
Linda Charles ◽  
Richard Schain
Keyword(s):  
Academic Achievement ◽  
Follow Up Study ◽  
Hyperactive Children

scholarly journals Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study

2021 ◽  
Vol 70 ◽  
pp. 101020
Author(s):  
Alberto Quilez-Robres ◽  
Alejandro González-Andrade ◽  
Zaira Ortega ◽  
Sandra Santiago-Ramajo
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Intelligence Quotient ◽  
Short Term Memory ◽  
Study Habits ◽  
Short Term ◽  
Term Memory ◽  
Follow Up Study

Effects of a Stimulant Drug on Extra Version Level in Hyperactive Children

1978 ◽  
Vol 46 (1) ◽  
pp. 88-90 ◽  
Author(s):  
Donald L. McManis ◽  
Mike McCarthy ◽  
Randy Koval
Keyword(s):  
Pilot Study ◽  
Vigilance Task ◽  
Lemon Juice ◽  
Reactive Inhibition ◽  
Stimulant Drug ◽  
Follow Up Study ◽  
Hyperactive Children ◽  
Visual Motor

7 hyperactive children in a pilot study, and 15 hyperactive and 15 non-hyperactive control children in a later study, were assessed for salivation to lemon juice stimulation, reactive inhibition on an audio-vigilance task, and visual-motor maze errors. Hyperactive children were tested under stimulant drug and nondrug conditions and nonhyperactive children twice under nondrug conditions. Pilot study hyperactive children displayed significantly fewer maze errors and somewhat greater salivation and lesser reactive inhibition levels under the drug than the nondrug conditions. Follow-up study control children did not differ significantly between test occasions on any measure, while the hyperactive children displayed significantly fewer maze errors, mote salivation, and less reactive inhibition under the stimulant drug, indicating significant decreases in extraversion after the stimulant drug.

Children Who Are Clumsy: Five Years Later

1993 ◽  
Vol 10 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Reint Geuze ◽  
Hannelore Börger
Keyword(s):  
Social Behavior ◽  
Motor Performance ◽  
Motor Impairment ◽  
Motor Ability ◽  
Gross Motor ◽  
Follow Up Study ◽  
Hyperactive Children ◽  
Teachers And Parents ◽  
Teacher Opinions

The aim of the present follow-up study was to assess whether clumsiness persists beyond the age of 12 and to describe the characteristics of motor and other problems, if present. From 62 children studied in 1984, 12 clumsy and 14 control children were reassessed in 1989. Reasons for dropout were a change of address, unwillingness to participate, and exclusion of hyperactive children with clumsiness. The Test of Motor Impairment indicated that at least 50% of the clumsy children were still markedly below the level of normal motor performance. This outcome was also validated by parent and teacher opinions. Persistent problems were not specifically related to one domain of fine or gross motor ability or general coordination. Concomitant problems reported by teachers and parents were lack of concentration and problems in social behavior.

Perceived problems with academic achievement in school-aged children with recurrent pain – a longitudinal study

2019 ◽  
pp. 140349481988926
Author(s):  
Susanne Ragnarsson ◽  
Klara Johansson ◽  
Erik Bergström ◽  
Gunnar Sjöberg ◽  
Anna-Karin Hurtig ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Identification ◽  
Participation Rate ◽  
Recurrent Pain ◽  
Weekly Basis ◽  
School Aged Children ◽  
Follow Up Study ◽  
Pain Frequency ◽  
The Relationship

Aims: The overall aim was to explore the relationship between recurrent pain and perceived problems with academic achievement among boys and girls in middle and late elementary school. Methods: This 3-year follow-up study was based on data from the Study of Health in School-aged Children from Umeå (Sweden) and included children attending grade 6 in years 2003 and 2006, and a follow-up 3 years later in grade 9 ( n = 1524, participation rate 90%). Results: Recurrent pain (head, stomach or back) at least doubled the odds of concurrent- and subsequent perceived problems with academic achievement. This applied for pain on a monthly and weekly basis, from single and multiple sites, and from each of the three studied pain sites. The odds increased with increasing pain frequency and number of pain sites. Problems with sleep, concentration or school absenteeism did not explain the association. Conclusions: Recurrent pain seems to be a potential predictor of perceived problems with academic achievement for school-aged children. This emphasises the importance of early identification and prevention of recurrent pain problems.

Teenage Alcohol Use Among Hyperactive Children: A Five Year Follow-up Study

1978 ◽  
Vol 3 (4) ◽  
pp. 188-194 ◽  
Author(s):  
Arthur G. A. Blouin ◽  
Robert A. Bornstein ◽  
Ronald L. Trites
Keyword(s):  
Alcohol Use ◽  
Follow Up Study ◽  
Hyperactive Children

Correlations among Family Environment, Academic Achievement, and Academic Attainment in a Large Sample of Young Australian Adults

2005 ◽  
Vol 97 (2) ◽  
pp. 639-644
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Academic Achievement ◽  
Longitudinal Data ◽  
Multiple Regression ◽  
Family Environment ◽  
Intellectual Ability ◽  
Academic Attainment ◽  
Family Influences ◽  
Follow Up Study ◽  
Shared Variance

In a set of interrelated Australian and Spanish investigations in 2001–2004, relationships were examined among intellectual ability, family environment, and academic achievement. This follow-up study used longitudinal data from young Australian adults (4,397 men, 4,703 women; M age = 20.2 yr., SD = 0.4), to investigate relationships among earlier academic achievement, family influences, and academic attainment. From multiple regression and commonality analyses the findings indicated that earlier achievement and family influences were important as separate variables in explaining differences in later academic attainment (18.6% and 14.8%, respectively, for men; 14.5% and 11.5%, respectively, for women). In addition, earlier achievement and family influences reinforced each other to account for additional shared variance (9.1% for men, 6.3% for women) in young Australian adults' academic attainment.

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