Increasing evidence supports the existence of time-related impairments in school-aged children and adults with Attention-Deficit/Hyperactivity Disorder (ADHD), but this deficit has not yet been investigated in preschoolers with ADHD. The aim of the current study was to determine the extent to which time-related impairments can be identified within the context of parent–child interactions in preschoolers with ADHD. Participants for this study included 29 children with ADHD and 34 typically developing (TD) children (63.5% male; M_age = 4.77, SD = 0.65; 82.5% Hispanic/Latinx), and their parents. A ten-minute play session was video-recorded for each parent-child dyad. The verbal interactions were transcribed and coded for words/expressions related to the categories of time (e.g., “later”, “tomorrow”), as well as mathematics (e.g., “two more”, “some”), and space (e.g., “here/there”, “behind”). The proportion of tokens (total number of terms) and types (different terms) of each category was calculated in relation to the total verbal production for each individual (i.e., parents and children separately), and differences between groups were analyzed. Results indicated that compared to TD children, children with ADHD showed a poorer vocabulary of time-related words (d = 0.63), whereas similar rates between groups were found for the math- and space-related words. Correlation analyses revealed significant associations between the types of time-related words used by children, and problems with attention and executive functioning. These results offer some evidence for not only the presence of time-related deficits in preschoolers with ADHD, but also the association between time-related deficits and impairments in cognitive functioning.

越来越多的证据支持患有注意力缺陷/多动障碍 (ADHD) 的学龄儿童和成人存在与时间相关的障碍，但尚未在患有 ADHD 的学龄前儿童中研究这种缺陷。本研究的目的是确定在多动症学龄前儿童亲子互动的背景下，与时间相关的损伤在多大程度上可以被识别。本研究的参与者包括 29 名 ADHD 儿童和 34 名典型发育 (TD) 儿童（63.5% 男性；M_年龄 = 4.77，SD = 0.65; 82.5% 西班牙裔/拉丁裔），以及他们的父母。为每个亲子二人录制了 10 分钟的游戏时间。针对与时间类别（例如，“稍后”、“明天”）以及数学（例如，“另外两个”、“一些”）和空间（例如， 、“这里/那里”、“后面”）。计算每个类别的token（术语总数）和类型（不同术语）相对于每个个体（即父母和孩子分开）的总言语产生的比例，并分析组间差异。结果表明，与 TD 儿童相比，ADHD 儿童的时间相关词词汇量较差（d = 0.63)，而在数学和空间相关的单词中发现了相似的组间比率。相关分析揭示了儿童使用的时间相关词的类型与注意力和执行功能问题之间的显着关联。这些结果不仅为患有 ADHD 的学龄前儿童存在与时间相关的缺陷提供了一些证据，而且还证明了与时间相关的缺陷与认知功能障碍之间的关联。