Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Abstract

Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to test whether: attention deficit/hyperactivity disorder (ADHD) symptoms remain stable from 54 months through early elementary school; behavioral inhibition and attention deficits assessed at 54 months predict ADHD symptoms in elementary school, even after controlling for their temporal stability; and early behavioral inhibition and attention deficits moderate the longitudinal stability in ADHD symptoms. Data were examined using continuous and categorical measures of symptoms. Modest stability in ADHD symptoms from 54 months to third grade was found. Measures of inhibition and inattention predicted later teacher ratings uniquely, but no evidence was found for moderation. Measures of preschool behavioral inhibition also predicted "persistently at risk status" defined by elevated teacher ratings over time. Results are discussed in terms of executive and motivational facets of inhibition that may be related to early signs of ADHD.

Prevalence of externalizing behavior problems in Sri Lankan preschool children: birth, childhood, and sociodemographic risk factors

“…Externalizing behavior problems usually can be identified in preschool years and persist into adolescence and adulthood as conduct and attention deficit disorders, delinquency, unsatisfactory social relationships with peers and other forms of psychopathology [1,2]. These problems are associated with academic under achievement and unemployment leading to substantial social and economic burden [1,3,4].…”

Psychopathology: ADHD, Autism Spectrum Disorders, and Other Conditions Present in Early Childhood

“…In contrast, problems with inattention tend to emerge later in development (typically between ages 8 and 12) and become more pronounced with age as peers undergo rapid maturation of the prefrontal cortical structures and accompanying cognitive abilities at the same time that school demands intensify (Applegate et al 1997;von Stauffenberg and Campbell 2007;Waschbusch et al 2007;Willoughby 2003). Although there are changes in symptomotology across development, many children with ADHD have some form of impairment persisting into adulthood .…”

A perturbação de hiperatividade/défice de atenção em idade pré-escolar: Especificidades e desafios ao diagnóstico e intervenção

“…Para além disso, ao contrário das crenças de alguns pais e educadores de que os sintomas de PH/DA "passam com o tempo", os estudos longitudinais sugerem que os diagnósticos de PH/DA realizados em idade pré-escolar são moderadamente estáveis, apontando para a estabilidade e cronicidade dos sintomas (e.g., Harvey, Youngwirth, Thakar, & Errazuriz, 2009;Lahey et al, 2004;von Stauffenberg & Campbell, 2007). Por exemplo, Campbell e Ewing (1990), num estudo longitudinal de seguimento com crianças que tinham sido identificadas aos 3 anos com sintomas de PH/DA, constataram que 50% dessas crianças continuavam a apresentar sintomas de PH/DA aos 6 anos e 48% aos 9 anos de idade.…”