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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.
Insights
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.
Objective:
This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children's social functioning from age 3 to 4 through 12 years.
Methods:
Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as "High" or "Low" risk for ADHD. Children's neuropsychological functioning was assessed using the NEPSY. Teachers' reports of children's social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers' neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status.
Results:
High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood.
Conclusions:
Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children's ability to clearly express thoughts and feelings and obtain and provide information.
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