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document
Long-term psychosocial and health economy consequences of ADHD , autism , and reading-writing disorder : a prospective service evaluation project . OBJECTIVE The study aims to evaluate psychosocial , societal , and family cost consequences of a psychoeducational intervention program . METHODS Sixty boys with ADHD , Asperger syndrome/high-functioning autism ( AS/HFA ) , and reading and writing disorder ( RD/WD ) were allocated to participate in a service evaluation project . Every other boy in each diagnostic group was randomly allocated to receive either ( a ) a special education program ( clinical index group ) or ( b ) follow-up without the special education program ( clinical comparison group ) . Nine years after initial assessments the stability of the psychosocial and economic resource consequences over time was studied . RESULTS ADHD , AS/HFA , and RD/WD all had severe impact on family life quality . The societal costs were high , but no significant differences in resource use or in total costs were found between the clinical index and the comparison groups . CONCLUSIONS The results underscore the very long-term need for support including individually tailored reevaluations and carefully monitored intervention programs adapted to family needs and severity of child disorder .
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Intervention_Educational
a special education program ( clinical index group
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Intervention_Control
follow-up without the special education program ( clinical comparison group
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Outcome_Other
family life quality .
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Outcome_Other
resource use or in total costs
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Participant_Condition
ADHD
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Participant_Condition
autism
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Participant_Condition
reading-writing disorder
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Participant_Sample-size
Sixty
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Participant_Sex
boys
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Participant_Condition
ADHD
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Participant_Condition
Asperger syndrome/high-functioning autism ( AS/HFA )
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Participant_Condition
reading and writing disorder ( RD/WD )