Varieties of preschool hyperactivity: multiple pathways from risk to disorder.
In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research.
Sonuga-Barke
Edmund J S
EJ
School of Psychology, University of Southampton, Southampton, SO17 1BJ, UK. ejb3@soton.ac.uk
Auerbach
Judith
J
Campbell
Susan B
SB
Daley
David
D
Thompson
Margaret
M
D001289:Attention Deficit Disorder with Hyperactivity / Q000145:classification* / Q000175:diagnosis* / Q000235:genetics / Q000503:physiopathology*; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D006801:Humans; D010641:Phenotype; D011599:Psychopathology; D012307:Risk Factors; D012931:Social Environment