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Measurement of attention and related functions in the preschool child
1Department of Neuropsychology, Kennedy Krieger Institute, Johns Hopkins University School of Medicine, Baltimore, MD 21231, USA. mahone@kennedykrieger.org
Insights
Assessing attention in young children (ages 6 and younger) is crucial, yet reliable tools are limited. This review critiques available methods, finding valid assessments possible with careful selection.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Educational Psychology
Background:
- Growing need for early intervention services (Public Law 99-457) has increased demand for preschool assessments.
- Clinician referrals for attention problems in preschoolers have steadily risen.
- Limited availability of reliable and valid attention measures for preschool-aged children compared to older age groups.
Purpose of the Study:
- To identify, describe, and critique published methods for assessing attention and related functions in children aged 6 and younger.
- To address the scarcity of validated attention assessment tools for the preschool population, particularly for children aged 3 and younger.
- To review performance-based tests and rating scales for preschool attention assessment.
Main Methods:
- Comprehensive review of clinical and research literature on attention assessment in preschool children.
- Critique of published methods, focusing on validity data (sensitivity, differentiating clinical groups).
- Inclusion of performance-based tests (e.g., continuous performance, cancellation, auditory/visual span) and parent/teacher rating scales.
Main Results:
- Most attention measures for preschoolers are found in experimental literature, with fewer commercial options.
- Scarcity of appropriate attention tests for children aged 3 and younger.
- Existing preschool attention tests often report sensitivity data but limited utility in differentiating clinical groups.
Conclusions:
- Valid assessment of attention and related skills is achievable in preschool children.
- Careful selection and application of appropriate assessment tools are necessary.
- Further development and validation of attention measures for the youngest preschoolers are needed.
Abstract:
The goal of this review of the clinical and research literature is to identify, describe, and critique published methods for assessment of attention and related functions in preschool children (ages 6 and younger). The need for valid assessment of preschool children has grown dramatically in the past two decades following the implementation of special education services for infants, toddlers, and preschoolers under Public Law 99-457. At the same time, the number of preschool children presenting to clinicians for assessment of attention problems has grown at a steady rate. In contrast to assessment methods for school-age children, the availability of reliable and valid measures of attention for preschool children is much more limited. The majority of instruments developed to measure attention in preschoolers are described in the experimental literature, with fewer available commercially. Attention tests that can be appropriately used with children aged 3 and younger are scarce. Most preschool tests of attention report validity data involving sensitivity in contrasting clinical groups to controls, while the literature describing the utility of these measures in differentiating between clinical groups is much more limited. The review provides information on performance based tests (e.g., continuous performance, cancellation, auditory/visual span), as well as parent and teacher rating scales. The review concludes that valid assessment of attention and related skills can be effectively achieved in preschool children, with appropriate cautions.
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