The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review
The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review
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DOI：
10.1111/j.1469-7610.2005.01466.x
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发表时间：
2005-07-01
影响因子：
7.6
通讯作者：
Fischel, JE
中科院分区：
文献类型：
--
作者：
Spira, EG;Fischel, JE
关于注意力不集中、多动和冲动等学龄前问题的普遍性和稳定性的文献表明，这些问题与早期识字技能和更广泛的学校成绩有许多联系。本文综述了学龄前ADHD评估中的发展因素，沿着的是症状随时间推移的稳定性以及ADHD早期症状与小学成绩之间的关系。重点是描述学龄前ADHD症状和学业成绩之间的联系的性质，因为迄今为止很少有研究专门关注这种关系。对学龄前ADHD症状与成就之间关系的几种解释进行了分析，其中包括一种解释，该解释侧重于注意力不集中、多动和冲动与获得紧急识字和语言技能之间的关系。最后，已经提出了四个模型来解释行为和学习之间的联系的证据进行了审查和批判性分析。为今后的研究提出了建议，可能会解决重要的问题，只有部分解决的研究。
The literature on the prevalence and stability of preschool problems of inattention, hyperactivity, and impulsivity suggests a number of links to early literacy skills and broader school achievement. Developmental considerations in the assessment of preschool ADHD are reviewed in this paper, along with evidence for the stability of symptoms over time and the relationship between early symptoms of ADHD and elementary school achievement. Emphasis is placed on describing the nature of the connection between preschool ADHD symptoms and academic achievement, as few studies to date have focused specifically on that relationship. Several explanations for the relationship between preschool ADHD symptoms and achievement are analyzed, including an explanation that focuses on the relationship between inattention, hyperactivity, and impulsivity and the acquisition of emergent literacy and language skills. Finally, the evidence for four models that have been proposed to account for the link between behavior and learning is reviewed and critically analyzed. Suggestions are made for future research that might resolve important questions only partially addressed in studies to date.