Related Experiment Video

Updated: Jun 11, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Attention behavior and hyperactivity and concurrent neurocognitive and social competence functioning in 4-year-olds

J Julvez1, M Forns, N Ribas-Fitó

  • 1Centre for Research in Environmental Epidemiology (CREAL), C. Dr. Aiguader, 88, 08003 Barcelona, Spain. jjulvez@creal.cat

European Psychiatry : the Journal of the Association of European Psychiatrists
|July 13, 2010
PubMed

Insights

Preschool children with Attention Deficit Hyperactivity Disorder (ADHD) symptoms show linked decreases in neurocognitive and social skills. These findings in preschoolers mirror those in older children with ADHD.

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Behavioral Science

Background:

  • Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder.
  • Understanding early-life neurobehavioral correlates of ADHD is crucial for timely intervention.
  • Previous research has explored ADHD's impact on older children, but less is known about preschoolers.

Purpose of the Study:

  • To investigate the association between Attention Deficit Hyperactivity Disorder (ADHD) symptoms and neurobehavioral functioning in a preschool population.
  • To examine the relationship between ADHD symptom severity and specific domains of cognitive and social competence.
  • To compare findings in preschoolers with existing literature on older children with ADHD.

Main Methods:

  • Two population-based birth cohorts including 467 children were assessed.
  • Psychologists and teachers evaluated children's neuropsychological functioning using the McCarthy Scales (MCSA).
  • Inattention-hyperactivity symptoms were measured using the ADHD-DSM-IV form list, and social behavior with the California Preschool Social Competence Scale (CPSCS).
  • Regression models with covariate adjustment were employed to analyze the data.

Main Results:

  • Sixteen percent of the children exhibited ADHD-DSM-IV symptoms.
  • MCSA general cognitive scores were linearly associated with ADHD symptom scores (Beta=-0.6) and inattention scores (Beta=-1.8).
  • California Preschool Social Competence Scale (CPSCS) scores were associated with ADHD symptoms (Beta=-2.19).
  • Executive function, perceptive-performance, and quantitative sub-scores of the MCSA showed stronger associations with ADHD symptoms.

Conclusions:

  • Preschool ADHD symptoms are concurrently linked to reduced neurocognitive and social competence.
  • The observed association patterns in preschoolers align with those documented in older children with ADHD.
  • Early identification of ADHD symptoms in preschoolers may indicate potential challenges in cognitive and social development.
Abstract

More Related Videos

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Conduct Disorder01:28

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...