The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review

Journal of Child Psychology and Psychiatry and Allied Disciplines

Volumn 46, Issue 7, 2005, Pages 755-773

  Spira, Elana Greenfield ^a   Fischel, Janet E ^a  

^a STONY BROOK UNIVERSITY   (United States)

Author keywords

Achievement; Assessment; Attention problems; Attention deficit hyperactivity disorder; Emergent literacy; Hyperactivity; Impulsivity; Preschool children; Stability

Indexed keywords

ACADEMIC ACHIEVEMENT; ATTENTION DEFICIT DISORDER; BEHAVIOR DISORDER; CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD PSYCHIATRY; CLINICAL FEATURE; COMORBIDITY; DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS; HUMAN; HYPERACTIVITY; IMPULSIVENESS; LEARNING; NOMENCLATURE; PREVALENCE; PSYCHOLOGIC ASSESSMENT; READING; REVIEW; SOCIAL EVOLUTION;

ATTENTION DEFICIT AND DISRUPTIVE BEHAVIOR DISORDERS; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COMORBIDITY; EDUCATIONAL STATUS; FEMALE; HUMANS; LEARNING DISORDERS; MALE; RISK; SOCIAL ADJUSTMENT;

EID: 21644481500     PISSN: 00219630     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1469-7610.2005.01466.x     Document Type: Review

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