Young adult educational and vocational outcomes of children diagnosed with ADHD.

Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment.

The academic experience of male high school students with ADHD.

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school.

Television watching increases motivated responding for food and energy intake in children.

BACKGROUND: Sedentary activities, such as watching television, may disrupt habituation to food cues, thereby increasing motivation to eat and energy intake. OBJECTIVE: These experiments were designed to examine the effect of television watching on habituation of ingestive behavior in children. DESIGN: In experiment 1, all children worked for access to cheeseburgers in trials 1-7 (habituating stimulus). In trials 8-10, children in the control group continued to work for cheeseburgers without any dishabituating stimuli, whereas children in the other groups received either a novel food (French fries) or television as dishabituating stimuli. Responding for food and amount of food eaten were measured. In experiment 2, all children had access to 1000 kcal of a preferred snack food. One group watched a continuous television show, and the control groups either watched no television or watched a repeated segment of a television show, which controls for the television stimulus but requires reduced allocation of attention. RESULTS: In experiment 1, both the novel food and the television watching groups reinstated responding for food (P = 0.009) and increased the amount of energy earned (P = 0.018) above the level of the control subjects. In experiment 2, the continuous television group spent more time eating (P < 0.0001) and consumed more energy than the no television and the repeated segment groups (P = 0.007). CONCLUSION: These experiments show that television watching can dishabituate eating or disrupt the development of habituation, which may provide a mechanism for increased energy intake associated with watching television.

Habituation and recovery of salivation and motivated responding for food in children.

Salivary responses habituate to repeated presentations of food cues, and these responses recover when new food stimuli are presented. Research suggests that within-session changes in motivated responding for food may also habituate, and motivated responding may, therefore, recover when new foods are presented. The purpose of this study was to evaluate similarities in the pattern of salivation and motivated responding for a cheeseburger stimulus in children, followed by either a novel stimulus (French fries) or another cheeseburger trial. The order of the task (salivation or motivation) was counterbalanced over days. Salivation and motivated responding for cheeseburger were reliably reduced over seven trials, and responses recovered after presentation of French fries on trial 8. Random regression models showed a significant relationship between the rate of change in motivated responding and salivation. These results provide additional support for similarities in processes that regulate salivation and motivated responding for food and strengthen support for the hypothesis that changes in motivated responding can be understood by habituation theory.