Comportement perturbateur, difficultés d'attention et apprentissages entre 3, 5 ans et 8 ans: une étude longitudinale en milieu scolaire

G. Dellatolas; L. Watier; I. Giannopulu; C. Chevrie-Muller

doi:10.1016/j.arcped.2006.10.022

Comportement perturbateur, difficultés d'attention et apprentissages entre 3, 5 ans et 8 ans: une étude longitudinale en milieu scolaire

Translated title of the contribution: Behavior difficulties, attention difficulties and learning problems in children aged from 3.5 to 8 years: a longitudinal school study: A longitudinal school study

G. Dellatolas^*, L. Watier, I. Giannopulu, C. Chevrie-Muller

^*Corresponding author for this work

Research output: Contribution to journal › Article › Research › peer-review

4 Citations (Scopus)

Abstract

Aim
To evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.

Method
Teachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7–8 years).

Results
Reading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7–8 years.

Conclusion
Reading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.

Translated title of the contribution	Behavior difficulties, attention difficulties and learning problems in children aged from 3.5 to 8 years: a longitudinal school study: A longitudinal school study
Original language	French
Pages (from-to)	227-233
Number of pages	7
Journal	Archives de Pediatrie
Volume	14
Issue number	3
DOIs	https://doi.org/10.1016/j.arcped.2006.10.022
Publication status	Published - Mar 2007
Externally published	Yes

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10.1016/j.arcped.2006.10.022

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title = "Comportement perturbateur, difficult{\'e}s d'attention et apprentissages entre 3, 5 ans et 8 ans: une {\'e}tude longitudinale en milieu scolaire",

abstract = "AimTo evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.MethodTeachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7–8 years).ResultsReading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7–8 years.ConclusionReading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.",

author = "G. Dellatolas and L. Watier and I. Giannopulu and C. Chevrie-Muller",

year = "2007",

month = mar,

doi = "10.1016/j.arcped.2006.10.022",

language = "French",

volume = "14",

pages = "227--233",

journal = "Archives de Pediatrie",

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publisher = "Elsevier",

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T1 - Comportement perturbateur, difficultés d'attention et apprentissages entre 3, 5 ans et 8 ans: une étude longitudinale en milieu scolaire

AU - Dellatolas, G.

AU - Watier, L.

AU - Giannopulu, I.

AU - Chevrie-Muller, C.

PY - 2007/3

Y1 - 2007/3

N2 - AimTo evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.MethodTeachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7–8 years).ResultsReading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7–8 years.ConclusionReading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.

AB - AimTo evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.MethodTeachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7–8 years).ResultsReading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7–8 years.ConclusionReading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.

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Comportement perturbateur, difficultés d'attention et apprentissages entre 3, 5 ans et 8 ans: une étude longitudinale en milieu scolaire

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