Instructor-learner interactions are viewed from the perspective of dynamically self-organizing, coordinated systems. Mothers were asked to instruct their preterm and full-term 24-month-old children to sort blocks according to size and color (a challenging task for children of this age). Dyads were observed for their ability to find a mutual and stable instructional relationship. Dyads in which the child was later identified as having attention-deficit/hyperactivity disorder (ADHD) were marked by significantly less stable organization, less mutuality, and greater perturbations in the system. Mothers of children later found to have ADHD tended to apply stronger constraints than those whose children grew up to have no identified school problems. Implications are drawn for optimal instruction of children who are at risk for central nervous system disorders.
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