Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children; the American Academy of Pediatrics first published clinical recommendations for the diagnosis and evaluation of ADHD in children in 2000; recommendations for treatment followed in 2001.

The guidance in this report does not indicate an exclusive course of treatment or serve as a standard of medical care. Variations, taking into account individual circumstances, may be appropriate. All clinical practice guidelines from the American Academy of Pediatrics automatically expire 5 years after publication unless reaffirmed, revised, or retired at or before that time. The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention. Dr Holbrook was not an author of the accompanying supplemental section on barriers to care. This document is copyrighted and is property of the American Academy of Pediatrics and its Board of Directors. All authors have filed conflict of interest statements with the American Academy of Pediatrics. Any conflicts have been resolved through a process approved by the Board of Directors. The American Academy of Pediatrics has neither solicited nor accepted any commercial involvement in the development of the content of this publication.

The VADPRS is a reliable, cost-effective assessment for ADHD in clinical and research settings.

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ABSTRACT. Research literature relating to the prevalence of attention-deficit/hyperactivity disorder (ADHD) and co-occurring conditions in children from primary care settings and the general population is reviewed as the basis of the American Academy of Pediatrics clinical practice guideline for the assessment and diagnosis of ADHD. Epidemiologic studies revealed prevalence rates generally ranging from 4% to 12% in the general population of 6 to 12 year olds. Similar or slightly lower rates of ADHD were revealed in pediatric primary care settings. Other behavioral, emotional, and learning problems significantly co-occurred with ADHD. Also reviewed were rating scales and medical tests that could be employed in evaluating ADHD. The utility of using both parent-and teacher-completed rating scales that specifically assess symptoms of ADHD in the diagnostic process was supported. Recommendations were made regarding the assessment of children with suspected ADHD in the pediatric primary care setting. Pediatrics 2001;107(3). URL: http://www.pediatrics.org/cgi/content/ full/107/3/e43; prevalence, attention-deficit/hyperactivity disorder, primary care.ABBREVIATIONS. ADHD, attention-deficit/hyperactivity disorder; TRI, Technical Resources International; DSM, Diagnostic and Statistical Manual; DISC, Diagnostic Interview Schedule for Children; EEG, electroencephalogram; ERP, event-related potential.A ttention-deficit/hyperactivity disorder (ADHD) has defining features of inattention, overactivity, and impulsivity. 1 It is the most frequently encountered childhood-onset neurodevelopmental disorder in primary care settings. Symptoms frequently co-occur with other emotional, behavioral, and learning problems, including oppositional defiant disorder, conduct disorder, depression, anxiety, and learning disabilities. The cause of ADHD is unknown, and multiple pathways may lead to the phenotypic expression of the disorder. 2 Public awareness of ADHD has increased, and the disorder represents a public health concern with significant effects on children's functioning across multiple areas. 2 Referrals to health care professionals for children suspected of having the disorder continue at a high rate, and changes in the health care system in the United States have placed increasing demands on primary care pediatricians to diagnose and manage the disorder. It is now recognized that ADHD is a chronic condition that will persist over the life span. 2 The American Academy of Pediatrics Committee on Quality Improvement Subcommittee on Attention-Deficit/Hyperactivity Disorder synthesized a clinical practice guideline for the diagnosis and evaluation of children with ADHD. 3 This report will highlight the empirical literature review on which this practice guideline is based. The subcommittee worked with Technical Resources International (TRI), Washington, DC, under the auspices of the Agency for Healthcare Research and Quality, to develop an evidence base addressing questions regarding the prevalence, co-occurring conditions, and diagnostic ...

Attention-deficit/hyperactivity disorder (ADHD) is the most common mental disorder in childhood, and primary care clinicians provide a major component of the care for children with ADHD. However, because of limited available evidence, the American Academy of Pediatrics guidelines did not include adolescents and young adults. Contrary to previous beliefs, it has become clear that, in most cases, ADHD does not resolve once children enter puberty. This article reviews the current evidence about the diagnosis and treatment of adolescents and young adults with ADHD and describes how the information informs practice. It describes some of the unique characteristics observed among adolescents, as well as how the core symptoms change with maturity. The diagnostic process is discussed, as well as approaches to the care of adolescents to improve adherences. Both psychosocial and pharmacologic interventions are reviewed, and there is a discussion of these patients' transition into young adulthood. The article also indicates that research is needed to identify the unique adolescent characteristics of ADHD and effective psychosocial and pharmacologic treatments.

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For the treatment of core ADHD symptoms, OROS MPH dosed qd and IR MPH dosed tid were superior to placebo and were not significantly different from each other.attention-deficit/hyperactivity disorder, methylphenidate, OROS, Concerta.