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 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.
Department of Psychology, State University of New York at Stony Brook, Stony Brook, New York 11794-2500, USA. espira@ic.sunysb.edu
Elana Greenfield
EG
Spira
Janet E
JE
Fischel
D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000453:epidemiology; D002657:Child Development; D002675:Child, Preschool; D015897:Comorbidity; D004522:Educational Status; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000453:epidemiology; D008297:Male; D012306:Risk; D012917:Social Adjustment