This article presents a review of the literature on attention deficit hyperactivity
disorder (ADHD) and preschool children. A review of the research revealed a predominant
focus on pharmacological intervention, with considerably less research on other intervention
approaches to ADHD in preschoolers. In particular, there was limited research related
specifically to characteristics and best treatment of language-impaired preschool
children with ADHD. The available literature did provide important information to
further the understanding of the nature of ADHD in preschool-age children and to guide
more effective assessment and intervention, both in a general sense and in the practice
of speech-language pathology. The more general features of ADHD in preschool children
(nature, diagnosis, intervention) are presented first, and then language service delivery
implications are discussed. There is limited literature to guide language assessment
and intervention for preschool children with ADHD; however, extrapolating from the
literature on school-age children would suggest a focus on pragmatic skills, social
skills, and emergent literacy.
KEYWORDS
ADHD - preschool - emerging literacy - medication - language abilities
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Mary Beth ArmstrongPh.D.
Communication Science and Disorders, University of Montevallo
Station 6720, Montevallo, AL 35115
Email: armstrom@montevallo.edu
