Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder

摘要

Attention deficit hyperactivity disorder (ADHD) is a highly prevalent, chronic disorder affecting millions of children. Current prevalence estimates range between 5% and 10% of the child and adolescent population in the United States. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV, TR) defines 3 subtypes of ADHD: ADHD, combined type (ie, elevated symptoms of inattention and hyperactivity/impulsivity); ADHD, predominantly inattentive type (ie, symptoms of inattention in the absence of clinically significant symptoms of hyperactivity/impulsivity), and ADHD, predominantly hyperactive/impulsive type (ie, symptoms of hyperactivity/impulsivity in the absence of symptoms of inattention). Children with ADHD frequently experience impairment related to academic performance (eg, lower achievement test scores, higher rates of grade retention) and social interactions, including strained relationships with parents, siblings, teachers, and peers.