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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

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Published on: March 12, 2020

Pre-school hyperactivity/attention problems and educational outcomes in adolescence: prospective longitudinal study.

Elizabeth Washbrook¹, Carol Propper, Kapil Sayal

¹Elizabeth Washbrook, PhD, Centre for Multilevel Modelling, University of Bristol; Carol Propper, PhD, Department of Economics, University of Bristol; Kapil Sayal, MRCPsych, PhD, Division of Psychiatry and Institute of Mental Health, University of Nottingham, UK.

The British Journal of Psychiatry : the Journal of Mental Science

|August 24, 2013

Summary

Early childhood hyperactivity, inattention, and conduct problems significantly predict lower academic achievement by age 16. These early behavioral issues are linked to poorer educational outcomes later in life.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

Developmental Psychology
Educational Psychology
Child Psychiatry

Background:

Subthreshold attention-deficit hyperactivity disorder (ADHD) symptoms in children correlate with academic underachievement.
Limited research exists on the long-term academic impact of preschool behavioral issues extending into adolescence.

Purpose of the Study:

To examine the independent associations between preschool hyperactivity/inattention and conduct problems with academic results at age 16.
To understand the predictive relationship between early behavioral challenges and later educational attainment.

Main Methods:

Utilized data from the Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective, population-based cohort.
Analyzed parent-rated hyperactivity/inattention and conduct problems at age 3.
Assessed academic outcomes at age 16 using General Certificate of Secondary Education (GCSE) results, adjusting for confounders (n=11,640).

Main Results:

Preschool hyperactivity/inattention negatively impacted academic outcomes.
Boys with abnormal hyperactivity/inattention scores showed a reduction of ten GCSE points.
Conduct problems at age 3 were associated with significant reductions in GCSE points (9-15 points).

Conclusions:

Preschool hyperactivity/inattention and conduct problems are significant risk factors for diminished academic performance at age 16.
Early identification and intervention for these behavioral issues may improve long-term academic trajectories.