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The problem
Intervention: Clinical diagnosis of ADHD and medication treatment
Who it was tested with: U.S. children in the Early Childhood Longitudinal Study-Kindergarten Cohort (1998-1999); stratified by socioeconomic status.
The same group is measured before the intervention and again afterwards, with a baseline and an endline and sometimes a midline. Change is visible, but other causes cannot be ruled out.
"Using the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999, I found that diagnosed and medicated high-SES but not low-SES children exhibit significantly poorer future self-competence and teacher-rated school behaviors than undiagnosed matches." The longitudinal design with pre-existing measured groups provides comparison data but lacks randomization, making it a pre-post observational study rather than experimental evidence.
The observational design does not permit causal inference; children with more severe symptoms may be more likely to be diagnosed regardless of SES, confounding results. The mechanism explaining SES-differential effects is not identified. No information on how long children were followed or the size of effect differences.
Across countries and designs
2 studies · 1 country
