Klinische Diagnostik der ADHS im Vorschulalter

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Abstract

Die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) ist eine der häufigsten psychischen Störungen des Kindes- und Jugendalters und weist negative Folgen für die Betroffenen und das nähere Umfeld auf. Eine frühzeitige Erkennung von ADHS wäre für die Planung von Präventivmaßnahmen sinnvoll, um langfristige Folgen zu vermeiden. Ziel des Überblickartikels ist eine Bestandsaufnahme über die verfügbaren Fragebögen und klinischen Interviews zur Diagnostik von ADHS im Vorschulalter (3–5 Jahre). Es werden für den deutschen und den internationalen Raum verfügbare Verfahren verglichen und kritisch bewertet. Die Bedeutung von Fragebögen und klinischen Interviews im Rahmen einer ADHS-Diagnostik wird diskutiert.

Clinical diagnostics of ADHD in preschool-aged children

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent psychiatric disorders in childhood and adolescence and has many negative consequences for both the child and the family. Early identification of children with ADHD would be helpful for the prevention of long-term consequences. This review appraises questionnaires and clinical interviews that can be used for the diagnosis of ADHD in preschool-aged children (3–5 years). We compare and discuss both German and international methods. The role of questionnaires and clinical interviews in the diagnostic process of ADHD is discussed.

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Most cited references 44

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Causal heterogeneity in attention-deficit/hyperactivity disorder: do we need neuropsychologically impaired subtypes?

Joel T. Nigg, Erik Willcutt, Alysa Doyle … (2005)

Before assigning full etiologic validity to a psycopathologic disorder, disease theory suggests that a causal dysfunction in a mechanism within the affect individuals must be identified. Existing theories on attention-deficit/hyperactivity disorder (ADHD) suggest such dysfunctions in cognitive, neuropsychological, or motivational processes in the child. To date, researchers have tested these theories by comparing groups with DSM-defined ADHD to children without ADHD. Using executive functioning as an illustration of an issue that exists across all such theories, this article describes substantial overlaps in the group performance data. Thus only a subgroup may have executive deficits. Noted are other supportive data suggesting multiple pathways to ADHD. The article explores implications and recommends that future theory and research give more consideration to the probability that only a subset of behaviorally defined children will have a deficit in a given neurocognitive mechanism believed to contribute to the disorder. Creation of a provisional set of criteria in DSM-V for defining an "executive deficit type" could stimulate research to validate the first etiologic subtype of ADHD and spur the development of more sophisticated causal models, which in the longer term may give clinicians ways to target and tailor treatments.

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Attention-deficit/hyperactivity disorder and social dysfunctioning.

Angela Mulligan, Judith S Nijmeijer, J. Buitelaar … (2008)

Attention-deficit/hyperactivity disorder (ADHD) is associated with functional impairments in different areas of daily life. One such area is social functioning. The purpose of this paper is to critically review research on social dysfunctioning in children with ADHD. Children with ADHD often have conflicts with adults and peers, and suffer from unpopularity, rejection by peers, and a lack of friendships, in part as a consequence of their ADHD symptoms. Comorbid oppositional defiant or conduct disorder aggravates these impairments. In some cases the inadequate social behavior of children with ADHD may be phenomenologically and etiologically related to pervasive developmental disorders (PDD). However, the causes and consequences of PDD symptoms in ADHD are understudied. Also, the relative contributions of ADHD, on the one hand, and comorbid disorders, on the other, to the course of social impairments are unknown. Social dysfunctioning in children with ADHD appears to increase their risk of later psychopathology other than ADHD. Thus far effective treatment for social dysfunctioning is lacking. Future research should address the exact nature and long-term consequences of social dysfunctioning in children with ADHD, and focus on development of effective treatment strategies.

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Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning.

David T. Eckert, G J DuPaul, K McGoey … (2001)

To examine differences in home, school, and medical functioning between preschool-age children with attentiondeficit/hyperactivity disorder (ADHD) and normal control children. A sample of 94 children (58 with ADHD, 36 normal controls) between 3 and 5 years old participated. Dependent measures included parent and teacher ratings of problem behavior and social skills, parent ratings of stress and family functioning, medical functioning data, observations of parent-child interactions and classroom behavior, and a test of preacademic skills. Young children with ADHD exhibited more problem behavior and were less socially skilled than their normal counterparts according to behavior ratings. Parents of children with ADHD experienced greater stress and were coping less adaptively than parents of non-ADHD children. Children with ADHD exhibited more noncompliant and inappropriate behavior than normal controls, particularly during task situations. Parents of children with ADHD were more likely to display negative behavior toward their children. Children with ADHD exhibited more negative social behavior in preschool settings and scored significantly lower on a test of preacademic skills. No significant differences in injuries or utilization of medical services were found. Preschool-age children with ADHD are at significant risk for behavioral, social, familial, and academic difficulties relative to their normal counterparts.

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Author and article information

Journal

Journal ID (publisher-id): kij

Title: Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie

Publisher: Hogrefe AG, Bern

ISSN (Print): 1422-4917

ISSN (Electronic): 1664-2880

Publication date (Print): März 2015

Volume: 43

Issue: 2

Pages: 133-144

Affiliations

[ ¹ ] Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen

Author notes

Dr. Julia Merkt und Prof. Dr. Franz Petermann, Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen, Grazer Straße 6, 28359 Bremen, Deutschland, mailto: merkt@ 123456uni-bremen.de

Article

Apa ID: kij_43_2_133

DOI: 10.1024/1422-4917/a000342

SO-VID: 9e7c28f0-04b3-430a-b1cf-9d70bc770cd7

History

Date: April 2, 2014

Date accepted : Juli 28, 2014

Klinische Diagnostik der ADHS im Vorschulalter

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Abstract

Clinical diagnostics of ADHD in preschool-aged children

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Hogrefe Psychology

Most cited references 44

Causal heterogeneity in attention-deficit/hyperactivity disorder: do we need neuropsychologically impaired subtypes?

Attention-deficit/hyperactivity disorder and social dysfunctioning.

Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning.

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