Patterns of Early Development in Children with ADHD
Antonia Piergies1,2, Ana-Maria Iosif3, Monique Moore Hill2
1Department of Psychology, University of California, Davis.
Summary
Children with attention-deficit/hyperactivity disorder (ADHD) show different early developmental and adaptive functioning trajectories compared to typically developing peers. Early identification and support are crucial for children with elevated ADHD likelihood.
Area of Science:
- Developmental Psychology
- Neurodevelopmental Disorders
- Pediatric Health
Background:
- Attention-deficit/hyperactivity disorder (ADHD) impacts cognitive and adaptive development.
- Understanding early developmental trajectories is key for timely intervention.
- Longitudinal studies provide insights into developmental pathways.
Purpose of the Study:
- Compare early cognitive/motor development and adaptive functioning trajectories in children with ADHD versus typically developing (TD) children.
- Explore differences in early intervention service eligibility between groups.
Main Methods:
- Utilized data from three prospective longitudinal studies.
- Assessed cognitive/motor development (Mullen Scales) and adaptive functioning (Vineland Scales) at multiple infant timepoints.
- Analyzed school-aged outcomes (ADHD n=62, TD n=123) using linear mixed-effects models and chi-squared/Fisher's exact tests.
Main Results:
- Children with ADHD exhibited lower Mullen Scales and Vineland-II scores across most subscales compared to TD children.
- The ADHD group showed higher rates of service eligibility, especially in communication and socialization domains.
Conclusions:
- Significant differences exist in early developmental and adaptive functioning trajectories for children with ADHD.
- Children at elevated risk for ADHD may require enhanced screening and support for developmental delays.
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