Varieties of preschool hyperactivity: Multiple pathways from risk to disorder

Edmund J.S. Sonuga-Barke, Judith Auerbach, Susan B. Campbell, David Daley, Margaret Thompson

Research output: Contribution to journalReview articlepeer-review

94 Scopus citations


In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research.

Original languageEnglish
Pages (from-to)141-150
Number of pages10
JournalDevelopmental Science
Issue number2
StatePublished - 1 Mar 2005

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Cognitive Neuroscience


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