ArticleJournal of attention disorders2025
Functional Impairment Related to ADHD From Preschool to School Age.
Article in Journal of attention disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Associations between ADHD Symptoms and Psychiatric Symptoms in Children: Effects of Functional Impairment and Temperament.Journal of attention disorders · 2026Article
- A Multimodal Dataset for Neurophysiological and AI Applications.Scientific data · 2026Article
- Psychometric evaluation of a DSM-5-based semi-structured parent interview for externalizing disorders in preschool children.PloS one · 2026Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveChildren with ADHD often experience functional impairments across various aspects of daily life. This study addresses the dearth of longitudinal research on functional impairment trajectories from preschool to school age in children with symptoms of ADHD and comorbid disorders.
methodsWe investigated the extent to which functional impairments were associated with ADHD symptoms, along with behavioral and anxiety symptoms, from age 3.5 to 8 years. Utilizing parent- and teacher-reported data, we analyzed associations between global impairment, and dimension scores (e.g., family; child quality of life (QoL); learning; play/leisure activities; and friends) and symptoms at ages 3.5 and 8 years (
resultsThe mean parent global impairment score increased from 0.31 (standard deviation (
conclusionsThese findings suggest that parents perceive impairment as more pronounced at age 8 years and more strongly associated with symptoms of both ADHD and comorbid disorders than at age 3.5 years. Notably, for teachers, a robust correlation between inattention symptoms and learning impairment was observed, with substantially higher impairment scores reported for boys compared to girls.
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