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Too young for ADHD: the potential role of systems of care
Bernard S Arons1, Judith Katz-Leavy, Alexandra C Wittig
1Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, Rockville, Maryland 20857, USA. barons@samhsa.gov
Insights
Effective identification and management of attention-deficit hyperactivity disorder (ADHD) in preschoolers are achievable through integrated service systems. This approach supports young children
Area of Science:
- Child psychology
- Developmental pediatrics
- Healthcare systems research
Background:
- Attention-deficit hyperactivity disorder (ADHD) presents unique diagnostic and treatment challenges in preschool children.
- Understanding developmental factors influencing self-regulation is crucial for this age group.
Purpose of the Study:
- To review diagnostic and treatment issues for young children with ADHD.
- To explore developmental factors impacting preschooler self-regulation.
- To report on children with ADHD in community systems of care.
Main Methods:
- Review of diagnostic and treatment literature for young children with ADHD.
- Analysis of developmental issues affecting cognitive and emotional development.
- Examination of characteristics and outcomes for preschoolers with ADHD in community systems.
- Highlighting relevant federal initiatives.
Main Results:
- Preschoolers with ADHD are frequently served within community-based systems.
- Symptom outcomes and characteristics of these children are detailed.
- Key components of the systems of care approach are described.
Conclusions:
- Integrated service systems are effective for identifying and managing preschool ADHD.
- Community-based systems of care, supported by federal initiatives, can optimize care for young children with ADHD.
Abstract:
This article discusses a number of issues related to the diagnosis and treatment of children with attention-deficit hyperactivity disorder (ADHD), with specific implications for preschoolers. A brief review of diagnostic and treatment issues for young children is followed by a discussion of developmental issues that contextualize the preschool years and have an impact on cognitive and emotional development underlying self-regulation. The characteristics of the high numbers of children with ADHD receiving services within community-based systems of care and symptom outcomes are reported, as well as a description of the components of the systems of care approach. Recent federal initiatives that impact the care of children with ADHD within community settings are highlighted. It is concluded that the identification and management of preschool children with ADHD can be effective within the context of fully integrated service system approaches.