The variety of methods available for the assessment of hyperactivity in preschool populations is described. A multidisciplinary perspective, integrating biophysical, behavioral, cognitive, and ecological models of assessment, is used to structure and guide the review. This perspective reflects the need for a comprehensive and multidimensional approach when assessing the heterogeneity of behaviors associated with hyperactivity in young children. Issues related to the identification of hyperactivity among preschool children are also discussed.
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