Doctoral Program in Psychology, The Graduate Center.
Department of Psychology, The City College of New York.
J Pediatr Psychol. 2020 Aug 1;45(7):793-802. doi: 10.1093/jpepsy/jsaa053.
This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children's social functioning from age 3 to 4 through 12 years.
Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as "High" or "Low" risk for ADHD. Children's neuropsychological functioning was assessed using the NEPSY. Teachers' reports of children's social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers' neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status.
High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood.
Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children's ability to clearly express thoughts and feelings and obtain and provide information.
本纵向研究旨在探讨学龄前注意缺陷多动障碍（ADHD）症状和神经心理学功能是否能预测儿童从 3 岁到 4 岁，通过 12 岁的社会功能轨迹。
对 208 名（72.6%为男性）3 岁和 4 岁的儿童进行了每年一次的评估，直到 12 岁。在最初的评估中，使用家长和教师的《注意缺陷/多动障碍评定量表》第四版来评估学龄前儿童是否有 ADHD 的高风险或低风险。使用神经心理评估系统（NEPSY）评估儿童的神经心理学功能。从幼儿园到 12 岁，教师每年使用《儿童行为评估系统第二版》的适应能力、功能沟通和社会技能分量表报告儿童的社会功能。采用分层线性模型评估社会功能的轨迹，并确定学龄前儿童的神经心理学功能和 ADHD 风险状况是否能预测 12 岁时的社会功能，以及/或儿童期整个社会功能的变化。所有模型均控制了基线社会经济地位。
高风险儿童在 12 岁时的教师评定适应能力和社会技能明显较低。高风险儿童和学前语言神经心理学功能较低的儿童，在 12 岁时的教师评定功能沟通能力较低。学前语言神经心理学功能较低预示着教师评定的功能沟通能力在整个儿童期的积极变化更大。
鉴于这些行为对社会功能的持久负面影响，对表现出 ADHD 行为的儿童进行早期识别和干预至关重要。鼓励对学龄前儿童进行语言困难筛查，因为语言困难对儿童清晰表达思想和感受、获取和提供信息的能力有长期影响。
