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Do Preschoolers' Neuropsychological Functioning and Hyperactivity/Inattention Predict Social Functioning Trajectories
Jenna Karlsberg Bennett1, Sarah O'Neill1,2, Khushmand Rajendran3
1Doctoral Program in Psychology, The Graduate Center.
Journal of Pediatric Psychology
|July 18, 2020
Summary
Children with high Attention Deficit/Hyperactivity Disorder (ADHD) risk in preschool showed poorer social skills at age 12. Early verbal difficulties also impacted communication, highlighting the need for early intervention.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Longitudinal Studies
Background:
- Preschool Attention Deficit/Hyperactivity Disorder (ADHD) symptoms and neuropsychological deficits can impact long-term social development.
- Understanding developmental trajectories is crucial for timely interventions.
Purpose of the Study:
- To investigate if preschool ADHD symptoms and neuropsychological functioning predict social functioning trajectories from ages 3-4 to 12.
- To identify early predictors of social and communication skills in children.
Main Methods:
- Longitudinal study of 208 children (72.6% boys) from ages 3-4 to 12.
- Categorized preschoolers as High or Low risk for ADHD based on parent/teacher ratings.
- Assessed neuropsychological functioning (NEPSY) and social skills (BASC-2) annually; analyzed with hierarchical linear modeling.
Main Results:
- High ADHD risk predicted lower Adaptability and Social Skills at age 12.
- High ADHD risk and lower preschool verbal skills correlated with poorer Functional Communication at age 12.
- Lower preschool verbal skills predicted improved Functional Communication over time.
Conclusions:
- Early identification and intervention for ADHD behaviors are critical for improving social functioning.
- Screening preschoolers for verbal difficulties is recommended due to their long-term impact on communication and social interaction.
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