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Long-Term Psychosocial and Health Economy Consequences of ADHD, Autism, and Reading-Writing Disorder

A Prospective Service Evaluation Project

Eli Lilly Sweden AB, agneta.nyden{at}vgregion.se

Karl-Johan Myrén

Eli Lilly Sweden AB

Christopher Gillberg

University of Göteborg

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. (J. of Att. Dis. 2008; 12(2) 141-148)

Key Words: ADHD • autism • costs • health economy • psychosocial outcome

This version was published on September 1, 2008

Journal of Attention Disorders, Vol. 12, No. 2, 141-148 (2008)
DOI: 10.1177/1087054707306116


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