An analysis of observed attention and activity patterns in preschool children.

An activity-attention scale was incorporated into the Pediatric Examination of Educational Readiness to determine whether performance of age-appropriate tasks would elicit or provoke attentional weakness or activity level modulation in a sample of prekindergarten children. Thirty-three (9.8%) of the 338 children met the criteria of weak attention and/or increased activity at one time during the assessment, and 18 (5.3%) met the criteria at two or more times. The "flagged" children were more likely to be boys and to have other developmental findings, lower McCarthy scores, and teacher concerns. Significant fluctuation of attention was noted commonly during the sessions. Furthermore, difficulty in interrater scoring of severity was demonstrated. This study underscores the variability and complexity of attention and activity findings, and confirms the need for direct observation as well as integration of information from all available sources.