Too young for attention deficit disorder? Views from preschool

A review of public-school administrative records and interviews with early-childhood directors from special and regular programs were used to collect information about factors associated with outcomes for young children with attention-deficit disorder with or without hyperactivity (AD/HD) in preschool. Special-education preschool administrators and community-based child care and preschool directors differed in their fundamental view of "what works" with preschool AD/HD children, but they agreed in principle on other issues (e.g., public-school providers attested to faith in adult-directed programming; community providers cited child-centered approaches as effective with AD/HD). The records review and interviews indicate that intrinsic program structure, gentle and constant adult help, acceptance of the child, family integrity, gross motor facilities, and attention to comorbidities were seen as positively related to child success. Multiple caregivers, poor understanding of development, failure to foster self-soothing and other personal mastery skills, expectations of perfection, and delegated parenting were identified as negatively related to good outcomes over time for children with AD/HD or similar profiles.