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Mixed models tested group\u2009\u00d7\u2009time interactions on academic records and curriculum-based measures. One-way analysis of variance or Kruskal\u2013Wallis tested for differences in postintervention classroom observations. <jats:italic><jats:bold>Results<\/jats:bold>:<\/jats:italic> Intent-to-treat analyses demonstrated a moderate effect within groups from baseline to postintervention on disciplinary referrals (PA: <jats:italic>d<\/jats:italic>\u2009=\u2009\u22120.47; attention control: <jats:italic>d<\/jats:italic>\u2009=\u2009\u22120.36) and a null moderate effect on academic assessments (PA: <jats:italic>d<\/jats:italic>\u2009=\u20090.11 to 0.36; attention control: <jats:italic>d<\/jats:italic>\u2009=\u20090.05 to 0.40). No significant group\u2009\u00d7\u2009time interactions emerged on direct academic assessments (all <jats:italic>P<\/jats:italic>s\u2009\u2265\u2009.05, <jats:italic>d<\/jats:italic>\u2009=\u2009\u22120.23 to 0.26) or academic records (all <jats:italic>P<\/jats:italic>s\u2009\u2265\u2009.05, <jats:italic>d<\/jats:italic>\u2009=\u2009\u22120.28 to 0.16). Classroom observations revealed that intervention participants were off-task due to moving at twice the rate of comparative classmates (<jats:italic>F<\/jats:italic>\u2009=\u200915.74, <jats:italic>P<\/jats:italic>\u2009&lt;\u2009.001) and were off-task due to talking 33% more often (<jats:italic>F<\/jats:italic>\u2009=\u20091.39, <jats:italic>P<\/jats:italic>\u2009=\u2009.257). <jats:italic><jats:bold>Conclusion<\/jats:bold>:<\/jats:italic> Academic outcome improvements were small within and between groups and did not sustain at follow-up. Academic benefits of after-school PA programs for children with attention-deficit hyperactivity disorder and\/or disruptive behavior disorders were smaller than neurobiological, behavioral, and cognitive outcomes as previously reported.<\/jats:p>","DOI":"10.1123\/pes.2019-0224","type":"journal-article","created":{"date-parts":[[2020,5,25]],"date-time":"2020-05-25T23:59:22Z","timestamp":1590451162000},"page":"140-149","source":"Crossref","is-referenced-by-count":11,"title":["Exercise and Academic Performance Among Children With Attention-Deficit Hyperactivity Disorder and Disruptive Behavior Disorders: A Randomized Controlled Trial"],"prefix":"10.1123","volume":"32","author":[{"given":"Jared D.","family":"Ramer","sequence":"first","affiliation":[{"name":"University of Illinois at Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mar\u00eda E.","family":"Santiago-Rodr\u00edguez","sequence":"additional","affiliation":[{"name":"University of Illinois at Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Catherine L.","family":"Davis","sequence":"additional","affiliation":[{"name":"Augusta University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David X.","family":"Marquez","sequence":"additional","affiliation":[{"name":"University of Illinois at Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stacy L.","family":"Frazier","sequence":"additional","affiliation":[{"name":"Florida International University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eduardo E.","family":"Bustamante","sequence":"additional","affiliation":[{"name":"University of Illinois at Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"100","reference":[{"issue":"12","key":"r1","series-title":"Psychiatr Serv","doi-asserted-by":"publisher","first-page":"1547","DOI":"10.1176\/appi.ps.53.12.1547","article-title":"Mental health care for Latinos: inequalities in use of specialty mental health services among Latinos, African Americans, and non-Latino Whites","volume":"55","author":"Alegria M","year":"2002","unstructured":"Alegria M, Canino G, Rios R, Vera M, Calder\u00f3n J, Rusch D, Ortega AN. 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