Emotion recognition/understanding (ERU), which is the ability to correctly identify emotional states in others as well as one's self, plays a key role in children's social-emotional development and is often targeted in early intervention programs. Yet the extent to which young children's ERU predicts their intervention response remains unclear. The current study examined the extent to which initial levels of ERU and changes in ERU predicted intervention response to a multimodal early intervention program (Summer Treatment Program for Pre-Kindergarteners; STP-PreK). Participants included 230 young children (M_age = 4.90, 80.0% male) with attention-deficit/hyperactivity disorder (ADHD) who participated in the 8-week STP-PreK. Children's ERU was measured via a standardized behavioral task. Similarly, standardized measures of academic achievement (Woodcock-Johnson-IV), executive functioning (Head-Toes-Knees-Shoulders-Task), and social-emotional functioning (Challenging Situation Task) were obtained pre- and post-intervention. Parents and teachers also reported on children's behavioral functioning pre- and post-intervention. Children with better initial ERU made greater improvements in academic, executive functioning (EF), and social-emotional domains, along with decreases in inattention symptom severity. However, pre-intervention levels of ERU were not associated with improvements in parent/teacher report of hyperactivity, oppositional defiant disorder, and overall behavioral impairment. Lastly, changes in ERU only predicted improvement in EF, but not any other school readiness outcomes. We provide preliminary evidence that initial levels of ERU predict intervention response across school readiness domains in a sample of preschoolers with ADHD.

情绪识别/理解（ERU）是指正确识别他人以及自身情绪状态的能力，在儿童的社交情绪发展中发挥着关键作用，并且通常是早期干预计划的目标。然而，幼儿的 ERU 在多大程度上预测他们的干预反应仍不清楚。当前的研究检验了 ERU 初始水平和 ERU 变化在多大程度上预测了对多模式早期干预计划（学前班儿童夏季治疗计划；STP-PreK）的干预反应。参与者包括 230 名患有注意力缺陷/多动障碍 (ADHD) 的幼儿（中号_年龄= 4.90，80.0% 为男性），他们参加了为期 8 周的 STP-PreK。儿童的 ERU 通过标准化行为任务进行测量。同样，在干预前后获得了学业成绩（Woodcock-Johnson-IV）、执行功能（头-脚趾-膝盖-肩膀-任务）和社会情感功能（挑战性情境任务）的标准化测量。家长和老师还报告了干预前后儿童的行为功能。初始 ERU 较好的儿童在学业、执行功能 (EF) 和社交情感领域取得了更大的进步，同时注意力不集中症状的严重程度也有所下降。然而，干预前的 ERU 水平与家长/教师报告的多动症、对立违抗性障碍和整体行为障碍的改善无关。最后，ERU 的变化仅预测 EF 的改善，但不能预测任何其他入学准备结果。我们提供的初步证据表明，ERU 的初始水平可以预测患有 ADHD 的学龄前儿童样本中跨入学准备领域的干预反应。