ERIC Number: EJ876076
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 0
Developmental Phenotypes and Causal Pathways in Attention Deficit/Hyperactivity Disorder: Potential Targets for Early Intervention?
Sonuga-Barke, Edmund J. S.; Halperin, Jeffrey M.
Journal of Child Psychology and Psychiatry, v51 n4 p368-389 Apr 2010
Early intervention approaches have rarely been implemented for the prevention of attention deficit/hyperactivity disorder (ADHD). In this paper we explore whether such an approach may represent an important new direction for therapeutic innovation. We propose that such an approach is most likely to be of value when grounded in and informed by developmental models of the dynamic, complex and heterogeneous nature of the condition. First, we set out a rationale for early intervention grounded in the science of ADHD viewed through developmental models. Second, we re-examine the concept of disorder-onset from the perspective of developmental trajectories and phenotypes. Third, we examine potential causal pathways to ADHD with regard to originating risk, pathophysiological mediators, environmental moderators and developmental continuities. Finally, we explore the potential value of strategies for identifying young children at risk for ADHD, and implementing interventions in ways that can target these underlying pathogenic processes. The utility of such an approach represents an important area for future research but still requires "proof of concept". Therefore prior to widespread clinical implementation, far greater knowledge is required of (i) developmental pathways into ADHD, (ii) the value of identifying neuropsychological mediators of these pathways, and (iii) the extent to which targeting mediating mechanisms will improve treatment outcomes for children with ADHD.
Descriptors: Early Intervention, Attention Deficit Hyperactivity Disorder, Causal Models, Developmental Stages, Child Development, At Risk Persons, Physiology, Environmental Influences, Young Children, Symptoms (Individual Disorders)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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