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

By G. DuPaul, Kara E. McGoey, Tanya L. Eckert, John D. VanBrakle. Journal of the American Academy of Child and Adolescent Psychiatry, 2001

724 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/502bace2b5cf268f4cbc13c530e40c768b7f65b0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Michelle L. Kelley
2. V. Schroeder
3. Edmund Sonuga-Barke
4. J. Theule
5. J. Sergeant
6. T. Shelton
7. J. Wiener
8. G. DuPaul

In Developmental and Educational Psychology

1. Edmund Sonuga-Barke
2. Linda J. Graham
3. J. Theule
4. J. Sergeant
5. J. Wiener
6. G. DuPaul
7. Elisa S. Shernoff
8. Thomas Kratochwill

In Psychiatry and Mental health

1. Edmund Sonuga-Barke
2. Terje Sagvolden
3. V. Russell
4. Heidi Aase
5. E. Johansen
6. J. Sergeant
7. Michelle L. Kelley
8. V. Schroeder

Citations in the corpus

• From ABCs to ADHD: the role of schooling in the construction of behaviour disorder and production of disorderly objects (2008, background): “The usual suspects too much television and video games (Walker, 2004), food additives (Dengate, 1994), aberrant maternal child interactions (DuPaul et al., 2001), inconsistent parenting, lack of discipline, single mothers (Armstrong, 1996; Shanahan, 2004), and temperamental disposition (Powell & Ing”
• A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. (2005, background): “Preschool children with ADHD are at an early age (typically 3 to 5 yr) rated by their parents as showing more noncompliant and inappropriate behavior, they are significantly more aggressive, more demanding of parental time, less socially skilled, and less adaptable to change in routine, compared to ”
• Academic and educational outcomes of children with ADHD. (2007, background): “are more likely to be behind in basic academic readiness skills.(19,20) Several longitudinal studies follow school-age children with ADHD into adolescence and young adulthood.”
• Predicting Parenting Stress in Families of Children with ADHD: Parent and Contextual Factors (2010, background): “Studies of families with children with ADHD show elevations in both domains of parenting stress (e.g., Breen & Barkley, 1988; Dupaul et al., 2001).”
• European clinical guidelines for hyperkinetic disorder – first upgrade (2004, background): “ODD and Developmental Co-ordination Disorder) and neuropsychological characteristics (both executive deficits and delay aversion) [39, 50, 154, 160, 181].”
• Associations Between Family Environment, Parenting Practices, and Executive Functioning of Children with and Without ADHD (2009, background): “Although some researchers have demonstrated that parents of children with ADHD exhibit harsher disciplinary practices, are more demanding in their parent‐child interactions, and have a poorer understanding of their children’s learning abilities ( DuPaul et al. 2001; Johnston and Mash 2001), Wakschl”
• Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder in Preschool: The ADHD Rating Scale-IV Preschool Version (2007, background): “For example, a child of preschool age at risk for AD/HD may change activities often in the classroom, may not complete tasks, may experience many sudden mood changes and temper tantrums, and may lack friends because of aggressive behavior and inability to cooperate in play (Campbell 2002; DuPaul et ”