Varieties of preschool hyperactivity: multiple pathways from risk to disorder

In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school‐aged hyperactivity as a behavioral dimension is highlighted together with the...

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Bibliographic Details
Published in:Developmental science 2005-03, Vol.8 (2), p.141-150
Main Authors: Sonuga-Barke, Edmund J.S., Auerbach, Judith, Campbell, Susan B., Daley, David, Thompson, Margaret
Format: Article
Language:English
Subjects:
Age Differences
At Risk Persons
Attention Deficit Disorder with Hyperactivity - classification
Attention Deficit Disorder with Hyperactivity - diagnosis
Attention Deficit Disorder with Hyperactivity - genetics
Attention Deficit Disorder with Hyperactivity - physiopathology
Attention Deficit Hyperactivity Disorder
Behavior Problems
Child Behavior
Child Development
Child Development - physiology
Child, Preschool
Developmental Stages
Disability Identification
Humans
Hyperactivity
Individual Characteristics
Mental Disorders
Phenotype
Preschool Children
Psychology
Psychopathology
Risk Factors
Social Environment
Symptoms (Individual Disorders)
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Summary:In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school‐aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early‐emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research.
ISSN:1363-755X
1467-7687
DOI:10.1111/j.1467-7687.2005.00401.x