Prospective study on the impact of parental anxiety on academic performance in children with attention deficit

Table 1 Baseline demographic and clinical characteristics (n = 118)

Characteristics	n (%) or mean ± SD
Child characteristics
Age (year)	8.3 ± 1.9
Sex
Male	72 (61.0)
Female	46 (39.0)
Race/ethnicity
White/Caucasian	54 (45.8)
Black/African American	28 (23.7)
Hispanic/Latino	24 (20.3)
Asian	8 (6.8)
Multiracial	4 (3.4)
ADHD presentation
Combined	68 (57.6)
Inattentive	38 (32.2)
Hyperactive-impulsive	12 (10.2)
Comorbid conditions
Oppositional defiant disorder	50 (42.4)
Anxiety disorders	34 (28.8)
Learning disabilities	23 (19.5)
Depression	8 (6.8)
Full scale IQ	98.4 ± 12.6
Medication status
Stimulant	76 (64.4)
Non-stimulant	18 (15.3)
No medication	24 (20.3)
Parent characteristics
Primary caregiver
Mother	94 (79.7)
Father	12 (10.2)
Both parents equally	12 (10.2)
Parental education
Less than high school	8 (6.8)
High school diploma	22 (18.6)
Some college	34 (28.8)
Bachelor's degree	36 (30.5)
Graduate degree	18 (15.3)
Family structure
Two-parent household	78 (66.1)
Single parent	32 (27.1)
Other arrangement	8 (6.8)
Annual household income (USD)
< 25000	16 (13.6)
25000-50000	28 (23.7)
50000-75000	32 (27.1)
75000-100000	24 (20.3)
> 100000	18 (15.3)
Baseline measures
PSI-4 total stress (percentile)	78.6 (18.2)
Parent domain	76.4 (19.8)
Child domain	80.2 (16.5)
Parental anxiety scale	62.4 (14.3)
Academic performance	2.1 (0.8)
WJ-IV standard score	89.6 ± 13.2

WJ-IV: Woodcock-Johnson Tests of Achievement, Fourth Edition.