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    Association Between Age of Beginning Primary School and Attention Deficit Hyperactivity Disorder
    (LIPPINCOTT WILLIAMS & WILKINS, 2017) Gokce, Sebla; Yazgan, Yanki; Ayaz, Ayse Burcu; Kayan, Esengul; Yusufoglu, Canan; Bulut, Gresa Carkaxhiu; Genc, Herdem Asian; Dedeoglu, Ceyda; Demirhan, Secil; Sancak, Arzu; Saridogan, Gokce Elif
    Objective: 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.
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    Predictors of ADHD persistence in elementary school children who were assessed in earlier grades: A prospective cohort study from Istanbul, Turkey
    (Elsevier, 2021) Gökce, Sebla; Yazgan, Yanki; Genc, Herdem Aslan; Bulut, Gresa Carkaxhiu; Kayan, Esengul; Findik, Onur Tuğçe Poyraz; Ayaz, Ayşe Burcu
    Background: Attention-deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorders among school-age children worldwide. In a more recent follow-up study, Biederman et al. found that 78% of children diagnosed with ADHD between the ages of 6-17 years continued to have a full (35%) or a partial persistence after eleven years. Objective: In this study, it was aimed to identify the factors contributing to the persistence of ADHD symptoms in elemantary school children who were prospectively assessed both in their earlier and upper grades. Methods: The sample was drawn from a previous community-based study where ADHD symptoms in 3696 first/or second graders were examined in regard to their school entry age. Two years after, the families of the children that participated in the initial study were called by phone and invited to a re-evaluation session. Among those who were reached, 154 were consequently eligible and were assessed with Swanson, Nolan and Pelham questionnaire (SNAP-IV), Conners' rating scales (CRS) and the Kiddie schedule for affective disorders and schizophrenia (K-SADS). Results: Of the 154 children, 81 had been evaluated to have probable ADHD by the initial interview. Among these 81 children, 50 (61.7%) were indeed diagnosed with ADHD after two years. Initial scores of the teacher reported SNAP-IV inattention subscale predicted the ADHD diagnosis after two years, with an odds ratio of 1.0761 (p = 0.032, Wald: 4.595). Conclusions: Our results suggest that high inattention symptom scores reported by the teacher in the earlier grades, might predict an ADHD diagnosis in upper grades. (c) 2020 The Japanese Society of Child Neurology Published by Elsevier B.V. All rights reserved.