Issues in the identification, assessment and treatment of children and adolescents with ADHD

Abstract

Many studies into Attention-Deficit/hyperactivity Disorder (ADHD) have documented that this neurodevelopment disorder may be under-identified. Early diagnosis of children and adolescents with ADHD is important, and consequently school-based interventions represent an essential tool for work in this area. To identify issues in the diagnosis, assessment and treatment of children and adolescents with ADHD, is reviewed here research findings which could lead to significantly better outcomes for children and adolescents with ADHD. Accordingly, we briefly review studies retrieved in a MEDLINE search, using the terms “ADHD”, “identification”, prevalence”, “assessment”, “treatment”, “learning disabilities” and “ADHD” and “comorbidity” combined, as these pinpoint diagnosis, for the years 2009 to 2022. In this respect, the literature reviewed suggests that multiple aspects associated with psychometric features, as well as clinical and/or pharmacological factors should be considered of highly clinical significance in identifying, assessing and treating individuals diagnosed with ADHD. For this reason, it is important to investigate about difficulties immersed in identifying, assessing and treating to children and adolescents with ADHD in different settings.