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The Unique Associations Between ADHD Symptoms and Children’s School Readiness in a Preschool Sample
Vecsey, Greta
Vecsey, Greta
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Abstract
Attention-deficit/hyperactivity disorder (ADHD) symptoms are associated with impairment in academic outcomes starting as early as elementary school. There is some evidence of ADHD symptoms being negatively related to school readiness in preschoolers, though the literature is not extensive regarding all domains of school readiness and often does not differentiate between ADHD symptom dimensions. This study examined how the two symptom dimensions of ADHD, inattention (IA) and hyperactivity/impulsivity (HI), were uniquely related to multiple domains of school readiness (i.e., social-emotional, physical, language, cognitive, literacy, mathematics). Data from reports of 240 preschoolers’ ADHD symptoms and school readiness were used in bivariate correlations and regression analyses to examine the associations between ADHD symptom levels and school readiness. Bivariate correlational analyses indicated that both symptom dimensions were negatively and significantly related to all school readiness domains. The regression analyses showed that IA symptoms were negatively and significantly related to all domains. Contrary to hypotheses, HI symptoms were positively related to cognitive, physical, language, and mathematics development. This work provides important information about the unique associations between the two ADHD symptom dimensions and school readiness outcomes. However, the strong correlation between IA and HI symptom levels makes it difficult to completely differentiate the two dimensions.
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Date
2024-01-01