Association Between Age of Beginning Primary School and Attention Deficit Hyperactivity Disorder

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dc.authorid0000-0002-7085-0903en_US
dc.contributor.authorGokce, Sebla
dc.contributor.authorYazgan, Yanki
dc.contributor.authorAyaz, Ayse Burcu
dc.contributor.authorKayan, Esengul
dc.contributor.authorYusufoglu, Canan
dc.contributor.authorBulut, Gresa Carkaxhiu
dc.contributor.authorGenc, Herdem Asian
dc.contributor.authorDedeoglu, Ceyda
dc.contributor.authorDemirhan, Secil
dc.contributor.authorSancak, Arzu
dc.contributor.authorSaridogan, Gokce Elif
dc.date.accessioned2024-07-12T21:50:42Z
dc.date.available2024-07-12T21:50:42Z
dc.date.issued2017en_US
dc.departmentMaltepe Üniversitesien_US
dc.description.abstractObjective: In April 2012, the Turkish national education system was modified, and the compulsory school age of entry (first grade) was redefined as a minimum of 60 months and a maximum of 66 months (replacing the former minimum criterion of 72 months). In this study, we hypothesized that students starting school before 72 months (the previous age standard for the first grade) may experience (1) a greater number of symptoms of attention deficit hyperactivity disorder (ADHD) and (2) lower functioning in social, behavioral, and academic domains. Method: We performed a cross-sectional community-based study in the first and second grades of all primary schools (4356 students) located in the Kadkoy county of Istanbul, Turkey. Teachers completed Swanson, Nolan, and Pelham version IV and Conners' Teacher's report forms for symptoms of ADHD, the Perceived Competence Scale for functioning, and a sociodemographic questionnaire. Results: Among first graders, the group that began primary school before the age of 72 months had a higher ADHD prevalence than both of the groups that began primary school between the ages of 72 to 77 months and 78 to 83 months (p < .001 for both groups). ADHD symptoms diminished and academic, social, and behavioral functioning improved with age for the first and second grade students. Conclusion: The probability of displaying ADHD symptoms (and caseness) is greater among the "earlier" beginners, whereas the "conventional" classmates exhibited better academic, social, and behavioral functioning.en_US
dc.identifier.doi10.1097/DBP.0000000000000370
dc.identifier.endpage19en_US
dc.identifier.issn0196-206X
dc.identifier.issn1536-7312
dc.identifier.issue1en_US
dc.identifier.pmid27984417en_US
dc.identifier.scopus2-s2.0-85006263495en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage12en_US
dc.identifier.urihttps://dx.doi.org/10.1097/DBP.0000000000000370
dc.identifier.urihttps://hdl.handle.net/20.500.12415/8188
dc.identifier.volume38en_US
dc.identifier.wosWOS:000392360700003en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoenen_US
dc.publisherLIPPINCOTT WILLIAMS & WILKINSen_US
dc.relation.ispartofJOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICSen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY01886
dc.subjectattention-deficit/hyperactivity disorderen_US
dc.subjectageen_US
dc.subjectchildrenen_US
dc.subjectprevelanceen_US
dc.subjectprimary schoolen_US
dc.titleAssociation Between Age of Beginning Primary School and Attention Deficit Hyperactivity Disorderen_US
dc.typeArticle
dspace.entity.typePublication

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