The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review

The literature on the prevalence and stability of preschool problems of inattention, hyperactivity, and impulsivity suggests a number of links to early literacy skills and broader school achievement. Developmental considerations in the assessment of preschool ADHD are reviewed in this paper, along w...

Full description

Saved in:
Bibliographic Details
Published in:Journal of child psychology and psychiatry 2005-07, Vol.46 (7), p.755-773
Main Authors: Spira, Elana Greenfield, Fischel, Janet E.
Format: Article
Language:English
Subjects:
Academic Achievement
achievement
assessment
Attention Deficit and Disruptive Behavior Disorders - epidemiology
Attention Deficit Disorder with Hyperactivity - epidemiology
Attention Deficit Disorder with Hyperactivity - psychology
Attention deficit disorders. Hyperactivity
Attention Deficit Hyperactivity Disorder
attention problems
Biological and medical sciences
Child clinical studies
Child Development
Child psychology
Child, Preschool
Comorbidity
Conceptual Tempo
Developmental psychology
Educational Status
Elementary Education
Elementary Schools
Emergent Literacy
Female
Humans
Hyperactivity
impulsivity
Incidence
Language Acquisition
Language Skills
Learning Disorders - epidemiology
Male
Medical sciences
Preschool Children
Psychiatry
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Risk
Social Adjustment
stability
Symptoms (Individual Disorders)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The literature on the prevalence and stability of preschool problems of inattention, hyperactivity, and impulsivity suggests a number of links to early literacy skills and broader school achievement. Developmental considerations in the assessment of preschool ADHD are reviewed in this paper, along with evidence for the stability of symptoms over time and the relationship between early symptoms of ADHD and elementary school achievement. Emphasis is placed on describing the nature of the connection between preschool ADHD symptoms and academic achievement, as few studies to date have focused specifically on that relationship. Several explanations for the relationship between preschool ADHD symptoms and achievement are analyzed, including an explanation that focuses on the relationship between inattention, hyperactivity, and impulsivity and the acquisition of emergent literacy and language skills. Finally, the evidence for four models that have been proposed to account for the link between behavior and learning is reviewed and critically analyzed. Suggestions are made for future research that might resolve important questions only partially addressed in studies to date.
ISSN:0021-9630
1469-7610
DOI:10.1111/j.1469-7610.2005.01466.x