Childhood ADHD

Batstra, Laura; Nieweg, Edo H.; Pijl, Sipjan; Tol, Donald G. van; Hadders‐Algra, Mijna

doi:10.1097/01.pra.0000450316.68494.20

Cited by 23 publications

(24 citation statements)

References 40 publications

(40 reference statements)

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“…Others have argued that increased treatment of children with severe ADHD has led to benefits including decreased number of hospitalizations and decreased crime rates ( 56 ). Despite observations that stimulant use is increasing, epidemiological studies at the National Health and Nutrition Examination Survey (NHANES) and the National Comorbidity Survey Adolescent Supplement (NCS-A) show that many children meeting ADHD criteria do not receive treatment ( 5 ). Studies suggest that African American and Hispanic children in particular have lower prescription filling rates than Caucasian children ( 2 , 63 ).…”

Section: Controversies Surrounding the Treatment Of Adhdmentioning

confidence: 99%

“…Studies have differed on their estimation for the prevalence of ADHD ( 4 ). Some have suggested that ADHD is an over-diagnosed and over-treated condition as the parent reported diagnosis of ADHD has risen from 6.9% in 1997 to 7.8% in 2003, to 9.5% in 2007, and to 11% in 2011 ( 5 , 6 ). On the other hand, many child psychiatrists and healthcare providers believe that ADHD is an underdiagnosed and undertreated condition, with many cases being missed for a variety of reasons.…”

Section: Introductionmentioning

confidence: 99%

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Why the Diagnosis of Attention Deficit Hyperactivity Disorder Matters

2015

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BackgroundAttention Deficit Hyperactivity disorder (ADHD) is one of the most common and challenging childhood neurobehavioral disorders. ADHD is known to negatively impact children, their families, and their community. About one-third to one-half of patients with ADHD will have persistent symptoms into adulthood. The prevalence in the United States is estimated at 5–11%, representing 6.4 million children nationwide. The variability in the prevalence of ADHD worldwide and within the US may be due to the wide range of factors that affect accurate assessment of children and youth. Because of these obstacles to assessment, ADHD is under-diagnosed, misdiagnosed, and undertreated.ObjectivesWe examined factors associated with making and receiving the diagnosis of ADHD. We sought to review the consequences of a lack of diagnosis and treatment for ADHD on children’s and adolescent’s lives and how their families and the community may be involved in these consequences.MethodsWe reviewed scientific articles looking for factors that impact the identification and diagnosis of ADHD and articles that demonstrate naturalistic outcomes of diagnosis and treatment. The data bases PubMed and Google scholar were searched from the year 1995 to 2015 using the search terms “ADHD, diagnosis, outcomes.” We then reviewed abstracts and reference lists within those articles to rule out or rule in these or other articles.ResultsMultiple factors have significant impact in the identification and diagnosis of ADHD including parents, healthcare providers, teachers, and aspects of the environment. Only a few studies detailed the impact of not diagnosing ADHD, with unclear consequences independent of treatment. A more significant number of studies have examined the impact of untreated ADHD. The experience around receiving a diagnosis described by individuals with ADHD provides some additional insights.ConclusionADHD diagnosis is influenced by perceptions of many different members of a child’s community. A lack of clear understanding of ADHD and the importance of its diagnosis and treatment still exists among many members of the community including parents, teachers, and healthcare providers. More basic and clinical research will improve methods of diagnosis and information dissemination. Even before further advancements in science, strong partnerships between clinicians and patients with ADHD may be the best way to reduce the negative impacts of this disorder.

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Section: Controversies Surrounding the Treatment Of Adhdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Why the Diagnosis of Attention Deficit Hyperactivity Disorder Matters

2015

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“…Previous research has provided various explanations of the variations among estimations of ADHD prevalence (5). It has been suggested that ADHD is an over-diagnosed and over-treated condition, citing as evidence the rise in parent-reported diagnosis from 6.9% in 1997 to 7.8%, 9.5% and 11% in 2003, 2007 and 2011 respectively (6,7). The debate on diagnosis and treatment continues among medical professionals, parents, and educational authorities (8)(9)(10).…”

Section: Introductionmentioning

confidence: 99%

Differences in identification of attention deficit hyperactivity disorder in children between teachers and parents

Nafi¹,

Shahin²,

Tarawneh³

et al. 2020

East Mediterr Health J

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Background: The worldwide prevalence estimates for attention deficit hyperactive disorder (ADHD) are extremely heterogeneous. Diagnosis in children demands symptoms be present in at least 2 different settings, mainly school and home. The proportion of children estimated to have ADHD can vary based on whether the symptoms are evaluated by parents or teachers. Aims: This study determined whether ADHD and its subtypes are better recognized by parents or teachers. Methods: Our study included 1326 schoolchildren (boys = 712, girls = 614; age range: 6-12 years). We prepared 2 questionnaires for each student enrolled in the study; one was completed by the student's parents and the other by the teacher. We included students who attended 3 selected schools in the cities of Amman and Karak in Jordan during the first term of 2017. The Arabic version of the Diagnostic and statistical manual of mental disorders, 4th edition, was used for the diagnosis and classification of ADHD. Results: Of the 1326 students included in this study, 254 (19.2%) were considered to have ADHD by the teachers and 172 (13.0%) by the parents. The Wilcoxon signed-ranks test showed that teachers gave statistically higher scores on the questionnaire than parents. However, overall agreement between parents and teachers, as measured by the κ-value, reached 77.2%. Conclusions: Although both teachers and parents recognized ADHD symptoms, they were generally more recognized by teachers than by parents.

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“…Children with ADHD often have poor grades, poor standardized reading and mathematics test scores, and an increased likelihood of repeating a school year (Loe & Feldman, 2007). As ADHD is a common childhood disorder with increasing prevalence rates over the past few years (Batstra, Nieweg, Pijl, Van Tol, & Hadders-Algra, 2014;Bachmann et al, 2017;Stephenson, Karanges, & McGregor, 2013;McCarthy et al, 2012;Zuvekas & Vitello, 2012; Health Council of the Netherlands, 2014), there is a necessity for effective classroom interventions. Especially because in many countries inclusive education is obligated by the government, meaning that all children, also the ones with disabilities, need to attend and be welcomed by neighborhood schools in age-appropriate, regular classes and be helped and supported to participate in all aspects of the life of the school (Kerpel, 2014;Ledoux, 2016;McManis, 2017;Mittler, 2000).…”

Section: Introductionmentioning

confidence: 99%

Exploring neuropsychological effects of a self-monitoring intervention for ADHD-symptoms in school

Sluiter

Groen

Jonge

et al. 2019

Applied Neuropsychology: Child

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Children who have symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) often experience disruptive and off-task behavior and lower school performance than would be expected based on their cognitive abilities. These behavior and achievement difficulties are a challenge to teachers, who often provide inclusive education for children with ADHD. This study explored whether a self-monitoring intervention can help children with ADHD-symptoms to reduce off-task behavior as well as improve their cognition. The participating children were seven boys in special needs education with an age between nine and twelve. The students used an interval timer to remind themselves to monitor whether they were still on task. During math classes, observations, teacher ratings and neuropsychological tests were assessed. The results showed that off-task behavior was significantly reduced during the period the interval timer was used compared to baseline (reduction from 46.8 to 27.3%), as measured by observations (effect size: g 2 p ¼ .83) and this was confirmed by teacher ratings (effect size: g 2 p ¼ .69). With respect to cognition, children only showed significant improvements in inhibition (effect sizes: Cohen's d ¼ 2.62 and 1.24). The teachers as well as students evaluated the intervention mainly as positive. In line with previous studies, we found that that a self-monitoring intervention can be beneficial for children with ADHDsymptoms. Larger studies including a control group and blind observers are necessary to establish these results and to investigate the underlying mechanisms.

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Childhood ADHD

Cited by 23 publications

References 40 publications

Why the Diagnosis of Attention Deficit Hyperactivity Disorder Matters

Why the Diagnosis of Attention Deficit Hyperactivity Disorder Matters

Differences in identification of attention deficit hyperactivity disorder in children between teachers and parents

Exploring neuropsychological effects of a self-monitoring intervention for ADHD-symptoms in school

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