State-Level Estimates of the Prevalence of Parent-Reported ADHD Diagnosis and Treatment Among U.S. Children and Adolescents, 2016 to 2019

Danielson, Melissa L.; Holbrook, Joseph; Bitsko, Rebecca H.; Newsome, Kimberly; Charania, Sana; McCord, Russell; Kogan, Michael D.; Blumberg, Stephen J.

doi:10.1177/10870547221099961

Cited by 32 publications

(14 citation statements)

References 41 publications

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“…4,6 In a 2016 study, approximately 64% of children with ADHD exhibited another developmental or psychiatric disorder at J ames is one of more than 6 million children, ages 3 to 17 years, in the United States who live with ADHD. 1,2 ADHD is the most common neurodevelopmental disorder among children, and it affects multiple cognitive and behavioral domains throughout the lifespan. 3 Children with ADHD often initially present in primary care settings; thus, PCPs are well positioned to diagnose the disorder and provide longitudinal treatment.…”

Section: Consider Comorbidities and Alternate Diagnosesmentioning

confidence: 99%

“…Approximately 77% of children ages 2 to 17 years with a diagnosis of ADHD receive any form of treatment. 2 Treatment for ADHD can include behavioral therapy and medication. 2 AAP clinical practice guidelines caution against prescribing medications for children younger than 6 years, relying instead on caregiver-, teacher-, or clinicianadministered behavioral strategies and parental training in behavioral modification.…”

Section: A Guide To Pharmacotherapymentioning

confidence: 99%

“…2 Treatment for ADHD can include behavioral therapy and medication. 2 AAP clinical practice guidelines caution against prescribing medications for children younger than 6 years, relying instead on caregiver-, teacher-, or clinicianadministered behavioral strategies and parental training in behavioral modification. For children and adolescents between ages 6 and 18 years, first-line treatment includes pharmacotherapy balanced with behavioral therapy, academic modifications, and educational supports (eg, 504 Plan, individualized education plan [IEP]).…”

Section: A Guide To Pharmacotherapymentioning

confidence: 99%

“…31 In particular, evidence has shown that recognition and diagnostic specificity of ADHD and comorbidities, not prevalence, vary more widely among minority than among nonminority populations, 32 contributing to the 23% of children with ADHD who receive no treatment at all. 2 ❚ Understand caregiver concerns. This diagnosis discrepancy is correlated with symptom rating sensitivities (eg, reliability, perception, accuracy) among informants and how caregivers observe, perceive, appreciate, understand, and report behaviors.…”

Section: How Multilevel Care Coordination Can Workmentioning

confidence: 99%

“…This discrepancy is also related to cultural belief differences, physician-patient communication variants, and a litany of other socioeconomic determinants. 2,4,31 Caregivers from some cultural, ethnic, or socioeconomic backgrounds may be doubtful of psychiatric assessment, diagnoses, treatment, or medication, and that can impact how children are engaged in clinical and educational settings from the out-set. 31 In the case we described, James' mother was initially hesitant to explore psychotropic medications and was concerned about stigmatization within the school system.…”

Section: How Multilevel Care Coordination Can Workmentioning

confidence: 99%

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Tips and tools to help you manage ADHD in children, adolescents

Wonnum¹

2023

The Journal of Family Practice

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Avail yourself of a range of assessment tools, pursue collaborative care opportunities, and consider 5 recommendations to diminish barriers to treatment and promote health care equity. THE CASEJames B* is a 7-year-old Black child who presented to his primary care physician (PCP) for a well-child visit. During preventive health screening, James' mother expressed concerns about his behavior, characterizing him as immature, aggressive, destructive, and occasionally self-loathing. She described him as physically uncoordinated, struggling to keep up with his peers in sports, and tiring after 20 minutes of activity. James slept 10 hours nightly but was often restless and snored intermittently. As a second grader, his academic achievement was not progressing, and he had become increasingly inattentive at home and at school. James' mother offered several examples of his fighting with his siblings, noncompliance with morning routines, and avoidance of learning activities. Additionally, his mother expressed concern that James, as a Black child, might eventually be unfairly labeled as a problem child by his teachers or held back a grade level in school.Although James did not have a family history of developmental delays or learning disorders, he had not met any milestones on time for gross or fine motor, language, cognitive, and social-emotional skills. James had a history of chronic otitis media, for which pressure equalizer tubes were inserted at age 2 years. He had not had any major physical injuries, psychological trauma, recent life transitions, or adverse childhood events. When asked, James' mother acknowledged symptoms of maternal depression but alluded to faith-based reasons for not seeking treatment for herself.James' physical examination was unremarkable. His height, weight, and vitals were all within normal limits. However, he had some difficulty with verbal articulation and expression and showed signs of a possible vocal tic. Based on James' presentation, his PCP suspected attention-deficit/hyperactivity disorder (ADHD), as well as neurodevelopmental delays.The PCP gave James' mother the Strengths and Difficulties Questionnaire to complete and the Vanderbilt Assessment Scales for her and James' teacher to fill out independently and return to the clinic. The PCP also instructed James' mother on how to use a sleep diary to maintain a 1-month log of his sleep patterns and habits. The PCP consulted the integrated behavioral health clinician (IBHC; a clinical social worker embedded in the primary care clinic) and made a warm handoff for the IBHC to further assess James' maladaptive behaviors and interactions. HOW WOULD YOU PROCEED WITH THIS PATIENT?* The patient's name has been changed to protect his identity.

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Section: Consider Comorbidities and Alternate Diagnosesmentioning

confidence: 99%

Section: A Guide To Pharmacotherapymentioning

confidence: 99%

Section: A Guide To Pharmacotherapymentioning

confidence: 99%

Section: How Multilevel Care Coordination Can Workmentioning

confidence: 99%

Section: How Multilevel Care Coordination Can Workmentioning

confidence: 99%

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Tips and tools to help you manage ADHD in children, adolescents

Wonnum¹

2023

The Journal of Family Practice

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A novel jigsaw game with eye‐tracking: A multimodel interaction based on psycholinguistics for ADHD therapeutic

Xinru

2023

Computer Animation & Virtual

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Attention‐deficit hyperactivity disorder (ADHD) causes impulsive or hyperactive behaviors and emotional outbursts or trouble focusing. Simple psychotherapy has difficulty achieving desired therapeutic effects, and ADHD diagnoses in adults and children are increasing. However, e‐health games may mitigate the limitations of traditional methods by providing an ecologically relevant experience. In this paper, inspired by psycholinguistics, multimodal interaction, and he Pupil‐CR method, we have developed a narrative game therapy with eye‐tracking to enhance dyslexia and attention deficit manifestations. Using the situated discourses in the game's interactive narration, ADHD patients can concentrate and reduce anxiety and impulsivity. To evaluate the efficacy in improving attention a controlled trial (N = 48) randomly assigned volunteers in 1:1:1 to an eye‐tracking jigsaw game or two control groups. The principal measure was the average difference in attention comparison score (ACS) of the test of variables of attention (TOVA) preintervention and post‐intervention periods. Based on significant differences observed between the groups, we concluded the eye‐tracking jigsaw game could serve as a viable ADHD intervention for children.

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