Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term
David L Rabiner1, Madeline M Carrig2, Kenneth A Dodge2
1Duke University, Durham, NC, USA drabiner@duke.edu.
Journal of Attention Disorders
|October 22, 2013
Summary
Persistent attention problems in early grades significantly impact children's academic achievement. Difficulties emerging later have less effect, highlighting the importance of early intervention for attention deficits.
Area of Science:
- Child Psychology
- Educational Psychology
- Developmental Neuroscience
Background:
- Attention difficulties in children are linked to poorer academic outcomes.
- The timing and persistence of attention problems may influence their impact on learning.
Purpose of the Study:
- To investigate if the negative association between attention difficulties and academic functioning is confined to persistent problems.
- To determine if the emergence of attention problems in early schooling affects academic outcomes.
Main Methods:
- Utilized data from the normative sample of the Fast Track study.
- Classified children into four groups based on attention problems in first and second grade.
Main Results:
- Children with persistent attention problems showed a decline in reading and math achievement.
- Inattentive first graders performed worse than comparison children.
- Attention problems emerging in second grade did not significantly impact academic outcomes compared to controls.
Conclusions:
- The persistence of attention problems from first grade is critical for academic decline.
- Early identification and intervention for attention difficulties are crucial for academic success.
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