Every Third Student with Attention Deficit Hyperactivity Disorder Cannot Finish a School - Term Paper Example

ADHD Article Summary Introduction According to Fried, Petty, Faraone, Hyder, Day, and Biederman, (2016) the USA has taken a massive hit over the past few years. More than 1.2 million students do not graduate with their peers annually as thousands of others face grade repetition. As a result, this has taken an adverse toll on these individuals as they experience complicated and reduced living standards, health, and social mobility. There have been different factors which affect educational achievement in the USA. Nevertheless, some of the elements can quickly become prevented or modified.ADHD is one of the features. Clinical studies have continuously shown that ADHD affects the school functioning abilities of most students. An example of the studies includes one by Bierdman et al., 2004 that showed children who have ADHD have a 2.7 higher likelihood of repeating particular grade levels as compared to those without the condition. The study by Fried as such wanted to prove that ADHD has a profound impact towards educational attainment of achievement, especially about grade retention and high school completion (Fried et al., 2016). Methods The conduction of the study relied on three previous studies in which boys, girls, and adults formed participants. The boys, girls and adults age brackets stood at 4 to 10, 5 to 10 and 55 respectively. The study had 140 boys and girls with ADHD respectively and 120 and 122 boys and girls without ADHD. The participants forming the control group originated from outpatients getting a continuous physical examination at pediatric health facilities. Adults aged 55 years formed part of the study with those with ADHD making 219 participants while the control group had 147. Those excluded from the survey included those adopted, suffering from sensorimotor complications psychosis or autism and language inefficient (Fried et al., 2016) Written consent was provided by all adult participants while informed consent given by parents about their children’s participation. The total number of participants involved in study stood at 753 and data used in the study ranged from 1988 to 2007.The Kiddie Schedule for Affective Disorders and the Schizophrenia-Epidemiologic tool was used for participants aged 18 and below while Structured Clinical Interview for DSM-III-R used for those aged 18 and above. Statistics was gathered by competent interviewers who had scholar degrees in psychology and had an all-encompassing teaching conference before the study. Different demographic variables were measured in the study, and they included socioeconomic status, social class, IQ, academic achievement and learning disabilities’ comparison between the probands and without ADHD were enabled using a Pearson chi-square and t-test. Different relationships between ADHD and various factors were conducted using multiple tools, and after the loading of all statistics an alpha of .05 was set (Fried et al., 2016). Results According to the results, sex does not in any way bring variations on participants with ADHD and without ADHD.29.2% of the participants from both groups failed to complete their high school education. However, those with ADHD appeared to have much higher rates if repeated grade levels and lack of school completion as compared to those without ADHD. The females with ADHD had a higher percentage of dropping out as compared to males standing at 28% with ADHD and 3% without and 13% and 30 % respectively. For people suffering from ADHD, social class and IQ played an essential role towards grade repetition and dropping out. Discussion The study found out that ADHD plays a significant role towards increased rates of grade repetition and dropping out. Social class and IQ similarly led to grade repetition and drop-outs, however, ADHD is preventable. Following the findings, there is needed to come up with early intervention strategies that will prevent the negative impacts of the condition. The conclusions of this study go in line with numerous past studies such as Barbaresi et al.’s (2007) which found out those children with ADHD have 2.7 higher rate of dropping out of school. Article Critique ADHD is indeed a global problem affecting the children. Education is an essential part of the children’s future. With ADHD changing educational achievement, it is an indication the future of the world is at risk (Burns, 2013). The main symptoms of ADHD include impulsivity, hyperactivity, and inattention. These will negatively affect the students thus indicating there is a need for the formulation of a solution which helps eradicate the problems. It, therefore, means that the research conducted by researchers can efficiently become employed in a real-world situation. The Study by Fried et al., (2016) has outlaid the problem through indicating its effects on the educational sector. However, the study has used some statistics from more than two decades ago as seen in the case of Kessler et al., 1995 study. Despite showing how ADHD affects students, it would have relied on many current data to show the impacts for within that time frame; the numbers might have reduced firm the 7.2 million or increased. Outdated sources at times provide inefficient and ineffective data that should not be used in making decisions (Little, 2016). The research by Fried et al., (2016) has employed the use of an experimental research design evident through the control groups in its methodology. The control group is an essential element of any scientific research. It will allow the researchers in decreasing the effects other external variables have on the independent variable (Bowling, 2014). In this case, the control group does not receive any form of intervention. Its primary purpose is to act as a platform for baseline data and assess the effects of the study variable. Without having control groups, Fried and others would not have had the ability to convince readers that indeed ADHD affects educational achievement of children. The study use participants from three previous studies. However, there are high chances for the new researchers to engage in publication bias and use of skewed data (Joober et al., 2012). It is highly likely that the first researchers might have used wring data and participants in conducting their research. It means Fried et al., (2016) will similarly adopt similar mistakes in their research. The data thus provided might end up being inconclusive, and in case their recommendations become applied, it can have negative impacts on the users of the information. References Bowling, A. (2014). Research methods in health: Investigating health and health services. Burns, C. E. (2013). Pediatric primary care. Philadelphia, PA: Saunders Elsevier. Fried, R., Petty, C., Faraone, S. V., Hyder, L. L., Day, H., & Biederman, J. (2016). Is ADHD a risk factor for high school dropout? A controlled study. Journal of attention disorders, 20(5), 383-389. Joober, R., Schmitz, N., Annable, L., & Boksa, P. (2012). Publication bias: What are the challenges and can they be overcome?. Journal of psychiatry & neuroscience: JPN, 37(3), 149. Little, S. E. (2016). 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