Neuropsychological basic deficits and developmental pathways of attention-deficit/hyperactivity disorder: preschool to school age

点击翻译按钮获取中文摘要

There is a broad consensus that executive and reward-related basic deficits emerging already in the preschool period characterize specific subtypes (developmental pathways) of attention deficit/hyperactivity disorder (ADHD). Moreover, emotional dysregulation seems to be an essential feature of these subtypes. It is further assumed that the executive and reward-related basic deficits moderate the effects of family adversity factors on the development of ADHD-symptoms between preschool and school-age. Empirical research on these issues, however, is scarce.Our research project has two objectives: (1) To analyze validity aspects of the assessment of the basic deficits at preschool-and school-age, including differentiation from emotional dysregulation. (2) To predict developmental trajectories of ADHD symptoms between preschool and school-age from basic deficits, environmental risks and the effects of their mutual interaction.A longitudinal study is conducted involving children with an increased risk for ADHD development and control children with assessment waves at the ages of four and five years. The assessment wave at school-age (eight years) is being planned. Results of the longitudinal study could add to current knowledge regarding early identification of children at risk for ADHD development and prevention of possible (secondary) maladjustment at school age.