Journal of Attention Disorders

 

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Journal of Attention Disorders, Vol. 4, No. 2, 80-90 (2000)
DOI: 10.1177/108705470000400202

Preschool inattention and impulsivity-hyperactivity: Development of a clinic-based assessment protocol

N. A. DeWolfe

Dalhousie University

J. M. Byrne

Department of Pediatrics, Division of Psychological Services, Dalhousie University School of Medicine; Department of Pediatrics Division of Psychological Services, Fourth Floor Link, IWK-Grace Health Centre, 5850 University Avenue, Halifax, Nova Scotia B3] 3G9.

H. N. Bawden

Department of Pediatrics, Division of Psychological Services, Dalhousie University School of Medicine.

Objective: To determine whether preschoolers classified as ADHD exhibited significantly more inattention and/or impulsivity-hyperactivity in the clinic than their typically-developing peers, using a developmentally appropriate clinical assessment protocol similar to protocols used with school-age children.

Method: Fifty preschoolers participated; 25 preschoolers were classified with ADHD and matched with 25 typically-developing preschoolers. Direct clinic-based observations of behavior were analyzed and subsumed under two dimensions: inattention and impulsivity-hyperactivity.

Results: In regard to inattention, compared to their typically-developing controls, the preschoolers classified with ADHD were significantly more often off-task in both low and high structure settings, and their episodes of play were significantly shorter in duration, though they did not shift activities more frequently. With regard to impulsivity-hyperactivity, preschoolers classified with ADHD were significantly more active and more talkative than their typicallydeveloping peers.

Conclusions: Developmentally appropriate assessment protocols do provide convergent, clinically valuable information that may assist in the early assessment of ADHD and facilitate continuity of monitoring/assessment of ADHD symptoms into the school-age years.


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