Parental Knowledge and Recognition of Preschool Manifestations of ADHD in Preterm Children: A Cross‐Sectional Study

Serçe Pehlevan Ö., Kardaş B., Yıldız K.

Journal of Paediatrics and Child Health, vol.1, no.1, pp.1-6, 2026 (Scopus) identifier identifier identifier identifier

Abstract

Aim

Preterm birth is a major risk factor for attention-deficit/hyperactivity disorder (ADHD). Early recognition is crucial for academic and social development. Preschool identification remains challenging as it relies heavily on parental observation. This study aimed to evaluate parental knowledge of ADHD and recognition of preschool ADHD symptoms in a high-risk preterm population.

Methods

Parents of children born preterm attending a tertiary outpatient clinic (January 2022–March 2023) completed a questionnaire in this cross-sectional study. The tool, validated by child psychiatry experts, assessed general ADHD knowledge and recognition of preschool manifestations. Responses were scored (correct = 1; incorrect/unsure = 0) and converted to a 0–100 scale.

Results

A total of 138 parents participated; 14% reported a family history of ADHD. Most participants had a university-level education (61%) and were employed (66%). The median total symptom recognition score was 38 (P25–P75: 19–52). Recognition was highest for hyperactivity [50 (0–50)] and lowest for impulsivity [25 (12–50)]. The median general ADHD knowledge score was 14 (14–28). Parents with a family history of ADHD showed significantly higher inattention recognition scores (p = 0.035), though total symptom recognition did not differ by family history (p = 0.24). General ADHD knowledge varied by occupation (p = 0.01), with teacher–parents scoring highest (p = 0.004). The overall model predicting general ADHD knowledge was significant (p = 0.020) in multivariable linear regression, but no single independent predictor remained significant.

Conclusion

Recognition of preschool ADHD symptoms, particularly impulsivity, is low among parents of children born preterm. Targeted educational interventions are required to enhance early identification and improve developmental outcomes.