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This experiment investigated whether a relationship existed between event-related potentials (ERPs) and performance on a standardized measure of receptive vocabulary; a computer adapted version of the Peabody Picture Vocabulary Test-Revised (PPVT-R); using Preschooler, Child, and Adult levels of difficulty. Pictures (N = 90) were presented twice, once paired with a congruent spoken word and again paired with an incongruent word. Two ERP components (PMN and N400) were clearly and reliably larger in response to incongruent than congruent picture/spoken-word pairs. Importantly, ERP differentiation of congruent and incongruent pairs occurred only at vocabulary levels at or below the subjects' psychometrically determined vocabulary range. ERP differentiation did not occur at the highest level of vocabulary where subjects experienced more uncertainty and made more behavioral errors. These results are discussed in relation to the use of ERP measures in the assessment of receptive vocabulary levels.

Parental ratings of preschoolers' risk for injury, direct assessment of preschoolers' behavior thought related to risk for injury (e.g., Inattention, impulsivity) and number of documented injuries were examined in preschoolers with Attention Deficit Hyperactivity Disorder (ADHD) and their non-ADHD peers (Control). Of preschoolers with ADHD, 58.3% exhibited behavior which placed them at-risk for physical injury (0% Control), and their performance was significantly poorer on clinic-based tests. Nonetheless, preschoolers with ADHD did not actually sustain significantly more injuries which warranted medical treatment in an emergency department. Although preschoolers with ADHD may be at increased risk for minor injuries, further research is needed to determine whether they more frequently sustain more serious injuries.

This single-case, multiple-control study illustrates the clinical use of ERPs as part of the linguistic and cognitive assessment of individuals who are unable to provide verbal or motor responses due to their multiple handicaps. The single-word receptive vocabulary of a 17-year-old patient with Cerebral Palsy (CP) and three age-matched controls was measured using an event-related potential (ERP) paradigm. The Peabody Picture Vocabulary Test-Revised (PPVT-R) was adapted for computer presentation, with three levels of difficulty (Preschool, Child, Adult). Individual pictures were presented successively, and correctly (congruent) or incorrectly (incongruent) named auditorially. ERP components were derived for both the congruent and incongruent picture-word pairs. As predicted, the N400 ERP component had a higher peak for the incongruent picture-word pairs at the Preschool and Child levels. At the Adult level, the ERP pattern was reversed (higher peak in congruent condition) for the CP patient and for two of the three controls and, it was substantially attenuated for the third control. These ERP findings indicated that picture-word pairs within the range of acquired receptive vocabulary were identified as correct or incorrect but picture-word pairs above an individual's level could not be differentiated as clearly. The findings demonstrate the clinical application of this paradigm to assessing receptive vocabulary in motor- and communication-impaired patients.

Sixteen preschoolers, (8 with Attention-Deficit/Hyperactivity Disorder [ADHD], 8 matched controls) were assessed twice, 5 months apart. Preschoolers with ADHD were rated by their parents as significantly more inattentive, exhibited more behavior problems, fewer age-appropriate social skills, made more errors of omission on both the visual and auditory attention tests, and more errors of commission on both the visual attention and the visual-search cancellation tests. Preschoolers with ADHD were then treated with stimulant medication and exhibited improved behavior as well as significantly reduced errors of omission on visual and auditory preschool vigilance tests, and fewer errors of commission on the visual-search preschool cancellation test. Developmentally appropriate direct measures of attention, in conjunction with parental ratings of child behavior, can be used to assess the efficacy of pharmacological treatment of preschoolers with ADHD.

In the present study, 50 preschoolers were formally and independently classified using both the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) and third edition-revised (DSM-III-R) criteria for attention-deficit hyperactivity disorder (ADHD). The sample consisted of 25 preschoolers classified as having ADHD and 25 typically developing preschoolers for comparison; the sample was matched on gender, age, and socioeconomic status. All 50 preschoolers were without neurologic or neurodevelopmental disorders, oppositional defiant disorder, or language delay. There were four key findings: first, of the 25 preschoolers with ADHD, DSM-IV classification was as follows: hyperactive-impulsivity type (68%), combined type (28%), and inattentive type (4%). Second, the DSM-IV profiles showed that several symptoms were either infrequently endorsed by parents, reflecting limited applicability to preschoolers with ADHD, or frequently endorsed by parents of typically developing preschoolers, thus reducing their diagnostic value. Third, of the 25 preschoolers classified as having ADHD using DSM-IV criteria, 16% would not have been classified as having ADHD using the DSM-III-R criteria. The DSM-IV criteria therefore appear to be more lenient than the DSM-III-R criteria for this age group. Fourth, two symptoms that were not included in the DSM-IV, but were part of the DSM-III-R, were found to have clinical value for differentiating preschoolers with ADHD from their typically developing peers.