Clinical and neuropsychological manifestations of attention-deficit/hyperactivity disorder in preschool children.
Item
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Title
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Clinical and neuropsychological manifestations of attention-deficit/hyperactivity disorder in preschool children.
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Identifier
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AAI3103141
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identifier
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3103141
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Creator
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Marks, David Jeffrey.
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Contributor
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Adviser: Jeffrey M. Halperin
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Date
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2003
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical | Psychology, Developmental | Education, Educational Psychology | Education, Early Childhood
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Abstract
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Objectives. To examine the following five sets of issues in a non-referred sample of preschool children: (a) the factor structure of AD/HD behaviors, (b) gender differences in AD/HD symptoms and subtypes, (c) agreement between parents and teachers regarding AD/HD diagnoses and symptom severity, (d) the relationship of AD/HD symptoms to neuropsychological status, and (e) familial correlates of AD/HD symptoms. Method . Ratings of AD/HD symptoms were obtained from parents and teachers of preschoolers (N = 212) in the New York Metropolitan Area. Following group classification [i.e., at risk (AR) vs. control (CT)], a subgroup of participants (N = 72) was invited to participate in an on-campus assessment. Results . Factor analytic methods applied separately to parent and teacher ratings each yielded a two-factor solution (Parent: Hyperactivity-Impulsivity, Inattention; Teacher: Hyperactivity-Impulsivity, Hyperactivity Inattention). AD/HD symptoms and subtypes were more prevalent in preschool boys. Parent and teacher ratings of AD/HD symptom domains were moderately correlated; however, agreement regarding diagnostic status was poor. AR children received significantly higher scores on laboratory measures of activity level and performed significantly worse than CT's on measures of nonverbal working memory and motor inhibition. AR preschoolers were significantly more noncomptiant than CT's during parent-child interactions. Mothers of AR preschoolers exhibited more negative behavior and less encouragement under structured conditions. No differences were found between the disciplinary practices reported by parents of AR and CT preschool children. Conclusions. Group differences in neuropsychological status and parenting practices seem to emerge during the preschool years, and may underlie early behavioral expressions of the disorder. When assessed longitudinally, these factors may distinguish those with early manifestations of AD/HD from "phenocopies" who do not go on to develop the disorder.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
