Abstract
The scientific literature supports the construct validity and clinical utility of attention- deficit hyperactivity disorder (ADHD) in preschoolers. These children exhibit high rates of comorbid psychopathology and significant levels of cognitive, pre-academic and social difficulties. They are also at high risk for presenting this disorder and a range of difficulties over time that could affect adaptive functioning in multiple areas and settings. Parent training programs have demonstrated a high level of effectiveness. Pharmacotherapy can be effective but the treatment effect size is not as high as that found in older children and its side effects are greater. It is important to eliminate or reduce non-genetic risk factors that may contribute to the development of ADHD. Behavioral and cognitive training programs, as well as activities and games aimed at developingexecutive functions, could be effective for prevention and treatment of this condition and its associated difficulties. CITE AS:Bauermeister Baldrich, J.J. & Matos Román, M. (2011). El TDAH en preescolares: validez, diagnóstico, prevención y tratamiento. Apuntes de Psicología, 29, 205-225.
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