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Table 1 Participants and measures

From: Do inattention and hyperactivity symptoms equal scholastic impairment? evidence from three European cohorts

 

Sweden

Denmark

Finland

Initial data collection (years)

1992 – 1994

1990–1992

1985 – 1986

Initiated during gestational week

10

14

12

Geographic area

Uppsala

Aarhus

Northern Finland

 

County

 

(Oulu Lapland Provinces)

Inclusion criteria

nulliparity + Scandinavian origin

all pregnant women

all pregnant women

Sample size

   

   Mothers (% of eligible)

476 (91%)

8010 (98%)

9362 (99%)

   live births

411

8244

9432

Maternal age (Y, sd)

27.0 (4)

28.6(5)

27.8 (6)

Family structure at birth

   

   cohabitated with expectant father

91%

95%

95%

Follow-up data collection

2001–2002

2001

1993–1994

Retained at follow-up

290 (74%)

5039 (61%)

9297 (99%)

Sample size:

   

   Participating eligible teachers1

208 (96%)

4354 (85%)

8525 (92%)

Child age (years)

7–8

10–12

7–8

Child gender (% boys)

49%

51%

51%

Maternal education (%)

   

   secondary

85.7

90.6

90.5

   college/university2

15.2

9.5

9.5

Family structure

   

   two biological parents

78.1%

78.2%

87.8%

   disrupted family3

21.9%

21.8%

12.2%

Inattention & hyperactivity symptoms assessment

SDQ4

SDQ4

CBQ5

Scholastic performance:

   

   writing, reading, mathematics

7-pt scale

5-pt scale

impaired/unimpaired

  1. 1 teachers' eligiblity was determined by parental consent
  2. 2 four or more years of college/university education or university degree
  3. 3 disrupted family encompassed single parent households and reconstructed family with step-parent
  4. 4 Strengths and Difficulties Questionnaire subscale for hyperactivity-inattention items: (nr. 2) restless, (nr. 10) fidgety, and (nr. 15) easily distracted
  5. 5 Children's Behaviour Questionnaire Rutter B2 subscale for hyperactivity-inattention items: (nr. 1) restless (nr. 3) squirmy, fidgety, and (nr. 16) not able to concentrate