Early identification of preschool children at risk of developing attention and associated learning problems

Abstract

The early identification of preschool children who are at risk of developing attentional and learning problems is important, but it would be inappropriate to label some children who are lively and boisterous when they first commence school. This study examines the behavioural ratings, executive functioning skills and early literacy and numeracy achievements of 1129 preschool children to determine whether the behavioural ratings correlate with executive functioning deficits which are associated with a later diagnosis of Attention Deficit Hyperactivity Disorder. The results indicate significant positive correlations among measures of behavioural and executive functioning, and significant negative correlations among measures of behavioural and executive functioning and early indicators of literacy and numeracy skills.