Armstrong Mary Beth, Nettleton Sandra K
Communication Science and Disorders, University of Montevallo, Montevallo, Alabama 35115, USA.
Semin Speech Lang. 2004 Aug;25(3):225-32. doi: 10.1055/s-2004-833670.
This article presents a review of the literature on attention deficit hyperactivity disorder (ADHD) and preschool children. A review of the research revealed a predominant focus on pharmacological intervention, with considerably less research on other intervention approaches to ADHD in preschoolers. In particular, there was limited research related specifically to characteristics and best treatment of language-impaired preschool children with ADHD. The available literature did provide important information to further the understanding of the nature of ADHD in preschool-age children and to guide more effective assessment and intervention, both in a general sense and in the practice of speech-language pathology. The more general features of ADHD in preschool children (nature, diagnosis, intervention) are presented first, and then language service delivery implications are discussed. There is limited literature to guide language assessment and intervention for preschool children with ADHD; however, extrapolating from the literature on school-age children would suggest a focus on pragmatic skills, social skills, and emergent literacy.
本文对关于注意力缺陷多动障碍（ADHD）与学龄前儿童的文献进行了综述。对研究的回顾显示，主要侧重于药物干预，而针对学龄前儿童ADHD的其他干预方法的研究则少得多。特别是，专门针对患有ADHD的语言障碍学龄前儿童的特征和最佳治疗方法的研究有限。现有文献确实提供了重要信息，有助于进一步了解学龄前儿童ADHD的本质，并从总体上以及在言语语言病理学实践中指导更有效的评估和干预。首先介绍学龄前儿童ADHD的更一般特征（性质、诊断、干预），然后讨论语言服务提供的意义。指导患有ADHD的学龄前儿童进行语言评估和干预的文献有限；然而，从关于学龄儿童的文献推断，可能会建议关注语用技能、社交技能和早期读写能力。
