Adaptive processes and the development of executive functions in preschoolers with ADHD in a Head Start early childhood program

The Head Start early childhood program addresses the individual needs of young children and seeks to prepare them to thrive academically and socially in school. Among the students with special needs are those who have attention deficit hyperactivity disorder (ADHD). The adaptive process of a preschooler with ADHD is influenced by deficits in behavioral inhibition and impairment of executive functions. The purpose of this study was to illuminate this adaptive process through an investigation of the interrelation of three variables: (a) deficits in behavioral inhibition and the development of executive functions; (b) adaptive processes as conceptualized by sociocultural theory; and (c) a Head Start early childhood environment.; A naturalistic qualitative case study design was used for this study. A purposive sample of children with ADHD (n = 6) was selected to participate in the case study. The teacher of each case participant (n = 4), and a non-case participant group of children (n = 47) from the four classes were also used in data collection. After a preliminary observation phase focusing on thick description of the research setting and achievement of familiarity with the participants and environment, each of the case participants was observed for 9–15 hours. Field notes were recorded both during and after the observation period and transcribed for later analysis. Teacher interviews were also conducted to collect additional data and authenticate researcher findings and conclusions.; Findings of the study revealed that the Head Start students with ADHD experienced more physical and social isolation and fewer opportunities for shared cultural understanding with peers than their non-ADHD counterparts experienced. Several patterns emerged from the data related to the teacher's role in mediating the effects of deficits in behavioral inhibition on adaptive processes and encouraging the development of executive functions. These patterns, and those related to the role of other environmental factors in the adaptive process of Head Start students with ADHD, suggest practices that may be useful to preschool teachers and beneficial to children with ADHD.