Thesis
Does classroom quality attenuate the link between core features of attention-deficit/hyperactivity disorder and negative academic outcomes?
Washington State University
Master of Science (MS), Washington State University
Winter 2019
DOI:
https://doi.org/10.7273/000003995
Handle:
https://hdl.handle.net/2376/125252
Abstract
The earlier children receive treatment for developmental psychopathology, the better their outcomes will be in various domains. Indeed, research has touted the efficacy of early intervention for attention-deficit/hyperactivity disorder (ADHD). The completion of a national, government-led, childhood intervention for at-risk youths (i.e., the Head Start Program) presents a unique opportunity to study how classroom quality can alter the link between ADHD and academic outcomes. The goal of the study was to examine the relation between three variables: (1) holistic classroom quality, (2) academic outcomes among Head Start preschoolers and, finally, (3) core features of ADHD. Archival data (N = 1251) obtained from the 2000-2003 longitudinal Head Start measurement effort known as the Family and Child Experiences Survey (FACES 2000), from fall and spring semesters of one academic year, were analyzed. Specifically, this study used data compiled from classroom quality observations conducted by FACES research staff, teacher and parent responses on the FACES interviews, and student academic functioning measures from two norm-referenced psychoeducational tests. The first two hypotheses predict negative relations, Hypothesis 1, between core features of ADHD (Time 1) and academic outcomes (Time 2), and positive relations, Hypothesis 2, between classroom quality (Time 1) and academic outcomes (Time 2) across parent and teacher reports. The third, primary hypothesis was that classroom quality (Time 1) would moderate the relation, Hypothesis 3, between students' initial core features of ADHD (Time 1) and later academic outcomes (Time 2). Results indicated that both higher and lower levels of ADHD were found to predict later academic outcomes depending on informant source. Classroom quality was found to moderate the relation between parent-reported core features of ADHD and academic outcomes. Implications, limitations, and strengths are discussed.
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Details
- Title
- Does classroom quality attenuate the link between core features of attention-deficit/hyperactivity disorder and negative academic outcomes?
- Creators
- Austin F. Lau
- Contributors
- Tammy D. Barry (Chair)G Leonard Burns (Committee Member) - Washington State University, Department of PsychologyPaul S Strand (Committee Member) - Washington State University, Department of Psychology
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Psychology
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University
- Identifiers
- 99900890797801842
- Language
- English
- Resource Type
- Thesis