Francisco Sánchez-Narváez, Juan Jesús Velasco-Orozco, Eduardo Pérez-Archundia
Burnout Syndrome and Sleep Quality in Basic Education Teachers in Mexico
International journal of environmental research and public health
purpose study evaluate whether preschool children attentiondeficithyperactivity disorder predominantly hyperactiveimpulsive type adhdhi adhd combined type adhdc different levels functional impairment four domains externalizing oppositional disruptive behaviors internalizing anxious behaviors social skills preacademic functioning subjects 102 children 3 5 years age meeting dsmiv criteria adhd children adhdc versus adhdhi compared across least two measures four functional domains oppositional anxious behaviors assessed conners parent teacher rating scales addition offtask disruptive behaviors assessed direct observation preschool setting social skills assessed parent teacher versions social skills rating system preacademic skills assessed letter word identification passage comprehension applied problems subtests woodcockjohnson iii tests achievement initial sound fluency subtest dynamic indicators basic early literacy skills 5th edition significant differences groups rating scale scores parentreported oppositional symptoms adhdc vs adhdhi 667 135 vs 657 117 p 73 parentreported anxious symptoms 535 111 vs 532 97 p 90 teacherreported oppositional symptoms 709 156 vs 755 147 p 17 teacher reported anxious symptoms 592 116 vs 585 122 p 77 statistically significant differences found groups examining offtask andor disruptive behavior structured free play observations school significant differences subtypes found social skills preacademic functioning across four areas functioning assessed study preschool children adhdhi adhdc demonstrated similar levels functioning study combination data longitudinal studies demonstrating children adhdhi later diagnosed adhdc suggests adhdhi may represent earlier form adhdc opposed distinct subtype