Table 3.
Hypothesis 2: Relationship between Children's Pre-Diagnosis ADHD-Related Behaviors, Parental Intervention in School, and Elementary School Diagnoses of ADHD (Displaying Odds Ratios from Logit Regressions)
| (1) | (2) | |
|---|---|---|
| Child Pre-Diagnosis ADHD-Related Behaviors in First Grade/Wave Prior to Diagnosis | ||
| Inattentive Behaviors Score (Teacher) | 1.91*** | 2.01*** |
| (0.13) | (0.16) | |
| Hyperactivity Behaviors Score (Teacher) | 1 42*** | 1.36*** |
| (0.10) | (0.12) | |
| Inattentive Behaviors Score (Parent) | 1 71*** | 1.68*** |
| (0.12) | (0.13) | |
| Hyperactivity Behaviors Score (Parent) | 1 90*** | 1 98*** |
| (0.14) | (0.16) | |
| Parental Intervention in Kindergarten and Parenting*ADHD-Related Behavior Interactions | ||
| Parental Intervention in School (std.) | 1.02 | 1.03 |
| (0.07) | (0.08) | |
| Parental Intervention in School (std.) * Inattentive Behaviors Score (Teacher) | 1 17** | 1.17* |
| (0.07) | (0.08) | |
| Parental Intervention in School (std.) * Hyperactivity Behaviors Score (Teacher) | 1.05 | 1.05 |
| (0.06) | (0.08) | |
| Parental Intervention in School (std.) * Inattentive Behaviors Score (Parent) | 1.09 | 1.08 |
| (0.08) | (0.09) | |
| Parental School Intervention (std.) * Hyperactivity Behaviors Score (Parent) | 1.01 | 1.01 |
| Key Control Variables in Kindergarten | (0.06) | (0.07) |
| Child Reading Achievement Score (std.) | 1.09 | 1.00 |
| (0.08) | (0.09) | |
| Child Math Achievement Score (std.) | 0.73*** | 0.75** |
| (0.06) | (0.07) | |
| Middle-Class Family | 1.29* | 1.23 |
| (0.16) | (0.18) | |
| Upper-Class Family | 1.41* | 0.91 |
| (0.23) | (0.18) | |
| Black | 0.29*** | 0.33*** |
| (0.05) | (0.08) | |
| Hispanic | 0.34*** | 0.40*** |
| (0.06) | (0.09) | |
| Other Race/Ethnicity | 0.44*** | 0.57* |
| (0.08) | (0.14) | |
| School Fixed Effects | X | |
| N | 9750 | 5250 |
| Pseudo r-squared | 0.26 | 0.36 |
Displaying odds ratios. Robust standard errors in parentheses (standard errors clustered at the school level in model 1, which excludes fixed effects).
p<0.05
p<0.01
p<0.001.
Models control for child pre-diagnosis math and reading scores, child oppositional defiant- or conduct disorder-related behaviors and internalizing behavior problems, the other parenting measures, family social class and demographic characteristics, classroom and early care context, and state and region characteristics (see Table 1 for detailed list).
Source: Early Childhood Longitudinal Study-Kindergarten Cohort of 1998–99.