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Early histories of school-aged children with attention-deficit/hyperactivity disorder

Irene M Loe1, Maria D Balestrino, Randall A Phelps

  • 1Stanford University School of Medicine, Palo Alto, CA 94304, USA.

Child Development
|November 29, 2008
PubMed

Insights

Attention-deficit/hyperactivity disorder (ADHD) is linked to behavioral and cognitive challenges from early childhood. This study found ADHD is associated with less favorable behavior and lower cognitive and language scores in children.

Area of Science:

  • Child development
  • Neuroscience
  • Pediatrics

Background:

  • Early-life otitis media may impact developmental outcomes.
  • Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder.
  • Understanding the developmental trajectory of ADHD is crucial for early intervention.

Purpose of the Study:

  • To investigate developmental outcomes in children with and without attention-deficit/hyperactivity disorder (ADHD).
  • To examine the relationship between early-life otitis media and later behavioral, cognitive, and language measures.
  • To determine if ADHD presents as a cognitive disorder in addition to a behavioral one.

Main Methods:

  • Prospective study of a large, diverse sample (N=741) of children.
  • Developmental assessments administered at multiple time points (2, 3, 4, 6, and 9-11 years).
  • Attention-deficit/hyperactivity disorder (ADHD) categorized based on parent report at 9-11 years.

Main Results:

  • 9% of children were diagnosed with attention-deficit/hyperactivity disorder (ADHD) by 9-11 years.
  • Children with ADHD exhibited higher (less favorable) scores on behavior checklists from parents and teachers across all ages.
  • Children with ADHD showed lower cognitive and receptive language scores in preschool.

Conclusions:

  • Attention-deficit/hyperactivity disorder (ADHD) is associated with persistent behavioral difficulties.
  • ADHD is characterized by deficits in cognitive and language development, not solely behavioral issues.
  • Findings support the conceptualization of ADHD as a disorder with both cognitive and behavioral components.

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