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Assessment of Attention in Preschoolers

Mahone, E. M. ; Schneider, H. E.

Neuropsychology review, 2012-12, Vol.22 (4), p.361-383 [Periódico revisado por pares]

Boston: Springer US

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Título:
Assessment of Attention in Preschoolers
Autor: Mahone, E. M. ; Schneider, H. E.
Assuntos: Age ; Attention - physiology ; Attention Deficit Disorder with Hyperactivity - complications ; Attention Deficit Disorder with Hyperactivity - diagnosis ; Attention Deficit Disorder with Hyperactivity - therapy ; Attention deficit hyperactivity disorder ; Biomedical and Life Sciences ; Biomedicine ; Brain - growth & development ; Brain - pathology ; Caregivers ; Child ; Child & adolescent psychiatry ; Child development ; Child Development - physiology ; Child, Preschool ; Children & youth ; Developmental Disabilities - complications ; Developmental Disabilities - diagnosis ; Executive Function ; Female ; Humans ; Hyperactivity ; Male ; Neurology ; Neuropsychological Tests ; Neuropsychology ; Neurosciences ; Preschool children ; Psychiatric Status Rating Scales ; Psychopathology ; Quantitative psychology ; Review ; Teachers
É parte de: Neuropsychology review, 2012-12, Vol.22 (4), p.361-383
Notas: ObjectType-Article-2
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Descrição: In the past two decades, there has been an increased interest in the assessment and treatment of preschool children presenting with concerns about attention problems. This article reviews the research and clinical literature involving assessment of attention and related skills in the preschool years. While inattention among preschoolers is common, symptoms alone do not necessarily indicate a disorder, and most often represent a normal variation in typical preschool child development. Thus, accurate identification of “disordered” attention in preschoolers can be challenging, and development of appropriate, norm-referenced tests of attention for preschoolers is also difficult. The current review suggests that comprehensive assessment of attention and related functions in the preschool child should include thorough review of the child’s history, planned observations, and formal psychometric testing. The three primary methods of psychometric assessment that have been used to characterize attentional functioning in preschool children include performance-based tests, structured caregiver interviews, and rating scales (parent, teacher, and clinician). Among performance-based methods for measurement of attention in the preschool years, tests have been developed to assess sustained attention, selective (focused) attention, span of attention (encoding/manipulation), and (top-down) controlled attention—including freedom from distractibility and set shifting. Many of these tests remain experimental in nature, and review of published methods yields relatively few commercially available, nationally normed tests of attention for preschoolers, and an overall dearth of reliability and validity studies on the available measures.
Editor: Boston: Springer US
Idioma: Inglês

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Assessment of Attention in Preschoolers

Mahone, E. M. ; Schneider, H. E.

Boston: Springer US

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