The DOI matches its Crossref record; 94 of the 94 references it cites were found in a registry or an index.
The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review
Abstract
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.
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Cites
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ADHD and The Nature of Self-Control
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Cited by
Daley, D., & Birchwood, J. (2010) · Child: Care, Health and Development · doi:10.1111/j.1365-2214.2009.01046.x · Cited by 488
Children with Autism: Quality of Life and Parental Concerns
Lee, L.-C., Harrington, R. A., Louie, B. B., & Newschaffer, C. J. (2008) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-007-0491-0 · Cited by 444
Use your words: The role of language in the development of toddlers’ self-regulation
Vallotton, C., & Ayoub, C. (2011) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2010.09.002 · Cited by 301
Assessing inattention and impulsivity in children during the Go/NoGo task
Bezdjian, S., Baker, L. A., Lozano, D. I., & Raine, A. (2009) · British Journal of Developmental Psychology · doi:10.1348/026151008x314919 · Cited by 263
Are Reading and Behavior Problems Risk Factors for Each Other?
Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408321123 · Cited by 263
Metadata
- Authors
- Spira, E. G., & Fischel, J. E.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2005-06-23
- Volume
- 46
- Issue
- 7
- Pages
- 755-773
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2115084177
- Cited by
- 344
- References
- 94
- FWCI
- 7.88
- Type
- journal article
- Language
- en
- Open access
- closed
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- Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/j.1469-7610.2005.01466.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
