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Abstract: 

ADHD symptoms typically begin early in life and are associated with significant social, academic, and behavioral difficulties. Thus, it is critical to identify young children who are at risk for this disorder and to implement effective interventions in home and preschool settings as early as possible. Our initial findings indicate that assessment-based early intervention can help not only to reduce ADHD symptom severity but also to enhance academic and social functioning. Additional analyses of our dataset will examine the degree to which the MCI approach improves functioning relative to PE strategies over a longer period of time (i.e., two years) and for direct observation measures of classroom and home behavior.

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Affiliations:  1: Department of Education and Human Services, Lehigh University; 2: Lehigh University; 3: Lehigh University.