ADHD in preschool children: review of psychosocial interventions

YILDIZ GÜNDOĞDU Ö., Varol Tas F., Yildirim Ozyurt E., Donder F., ÇAKIN MEMİK N.

ANADOLU PSIKIYATRI DERGISI-ANATOLIAN JOURNAL OF PSYCHIATRY, vol.17, no.2, pp.143-155, 2016 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Review
  • Volume: 17 Issue: 2
  • Publication Date: 2016
  • Doi Number: 10.5455/apd.196548
  • Journal Name: ANADOLU PSIKIYATRI DERGISI-ANATOLIAN JOURNAL OF PSYCHIATRY
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.143-155
  • Keywords: Attention deficit hyperactivity disorder, preschool age, child, psychosocial interventions, ATTENTION-DEFICIT/HYPERACTIVITY-DISORDER, POSITIVE PARENTING PROGRAM, DEFICIT HYPERACTIVITY DISORDER, DISRUPTIVE BEHAVIOR, ONSET, METHYLPHENIDATE, PREVALENCE, DIAGNOSIS, SYMPTOMS, FAMILY
  • Dokuz Eylül University Affiliated: Yes

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most diagnosed and treated disorders among child and adolescent psychiatry. Current studies focus on etiology, treatment, long-term results and mostly contain school age, adolescence and adulthood. Studies regarding symptoms, diagnosis and treatment of pre-school age are limited and interest on this issue has been increasing over the last years. Therefore, the purpose of present review is to give difficulties of diagnosis and differentiating diagnosis of pre-school ADHD and presentation of proven parent training programs. In the first section of the paper, clinical features and diagnosing stages of pre-school ADHD are presented. In the following parts parent training programs are attempted to be presented in a detailed way which may represent new perspectives to clinicians in the field.