Developmental course of attention deficit hyperactivity disorder and its predictors
Mariya Cherkasova1, Erin M Sulla, Kara L Dalena
1Division of Child Psychiatry, McGill University, Montreal Children's Hospital, Montreal, Quebec.
Summary
Attention-Deficit/Hyperactivity Disorder (ADHD) presentation and predictors evolve throughout development. Understanding these changes is crucial for effective, developmentally-informed clinical practices.
Area of Science:
- Neuroscience
- Developmental Psychology
- Psychiatry
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder.
- Its presentation and impact change significantly across the lifespan.
- Identifying developmental trajectories is key to understanding long-term outcomes.
Purpose of the Study:
- To delineate the developmental progression of ADHD.
- To identify key influences on ADHD's course and outcomes.
Main Methods:
- Selective review of prospective follow-up studies.
- Literature search of MEDLINE and PubMed databases.
- Keywords included ADHD, development, preschool, adolescent, adult, follow-up, outcome, predictors, and treatment.
Main Results:
- ADHD presentation and impairments change with development.
- Genetics and prenatal adversity are early risk factors.
- Preschool symptom severity, cognition, and family factors predict school-age outcomes.
- Comorbidity becomes a significant predictor of long-term outcomes in school-aged children.
Conclusions:
- ADHD's presentation and risk factors for adversity evolve developmentally.
- Developmentally-informed clinical practices are essential for managing ADHD.
- Early identification and intervention can mitigate long-term risks.
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