Parent reported preschool attention deficit hyperactivity: measurement and validity

Abstract

This is a two stage community study of 320 preschool children aged between two and a half to five years. An Attention Deficit Hyperactivity Scale (ADH-P) was constructed. A first stage sample was screened by asking parents to fill in the ADH-P and the Behaviour Check List (BCL) for behaviour problems; 116 children were included in the second stage. Reliability of the ADH-P was tested and found to be satisfactory. Its validity was also supported by teacher's report and clinical observation. Based on the parent report, the children were divided into four groups: pure hyperactive, pure behaviour problem, mixed and no problem groups. External correlates and psychopathology were examined among them. The mixed group had more symptoms, poor maternal mental health, high social adversities, poor prosocial behaviour and high help seeking. Whilst significant associations were also present between these correlates and pure behaviour problems, the situation was substantially worse when hyperactivity co-existed with behaviour problems.

ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

“…[15][16][17][18][19][20][21] A review of the literature, including the multisite study of the efficacy of methylphenidate in preschool-aged children, revealed that the criteria could appropriately identify children with the condition. 11 However, there are added challenges in determining the presence of key symptoms.…”

“…For adolescents (12)(13)(14)(15)(16)(17)(18) years of age), the primary care clinician should prescribe Food and Drug Administration-approved medications for ADHD with the assent of the adolescent (quality of evidence A/strong recommendation) and may prescribe behavior therapy as treatment for ADHD (quality of evidence C/recommendation), preferably both.…”

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

“…For instance, Egger, Kondo, and Angold 12 found that many preschoolers met school-age cutoff criteria for the symptoms of "often loses temper" (30%), "often interrupts or intrudes" (47%), and "often actively defies" (57%), respectively. Moreover, Pavuluri and colleagues 51 found that parents rated 48% and 65% of preschoolers as "often easily distracted" and "often talking excessively," respectively. Although this is particularly true for ODD and ADHD, even some CD symptoms that are generally defined as more serious, low-incidence behaviors may be prevalent in young children.…”

The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome

“…A smaller room such as a group room where group work could be organised was considered to be positive. But as the studies by Charlop et al (1983), Pavuluri et al (1999), Cuckle and Wilson (2002), and Singhania (2005) also show, group work was considered as time consuming and difficult to pursue. According to Doctoroff (2001), the materials and equipment necessary for a learning task need to be accessible, which in this case means they could support these children successfully through the whole of the basic emotional process (Laike 1997).…”