Attention Deficit Disorder: Issues and Questions
نویسندگان
چکیده
منابع مشابه
Current issues in the diagnosis of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder.
This review evaluates the diagnostic criteria for three of the most common disorders for which children and adolescents are referred for mental health treatment: attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD). Although research supports the validity and clinical utility of these disorders, several issues are highlighted that could...
متن کاملAttention-deficit hyperactivity disorder.
Attention-deficit hyperactivity disorder (ADHD) affects between 1.4% and 6% of children. The importance of the role of primary care in the recognition and joint management of this disorder is being increasingly highlighted. Despite a wealth of research, the diagnosis and management of ADHD have attracted a good deal of controversy. In this discussion paper, we focus on the empirical basis for s...
متن کاملAttention Deficit Hyperactivity Disorder
Attention deficit hyperactivity disorder (ADHD) is a childhood-onset psychiatric disorder whose cardinal symptoms are inattention, hyperactivity and impulsivity1. Diagnostic criteria for ADHD are based on extensive empirical research and appropriately lead to the diagnosis of a syndrome with higher interrater reliability, high predictability of course and medication responsiveness. The criteria...
متن کاملAttention-deficit/hyperactivity disorder.
In this chapter we have reviewed the diagnosis and management of attention deficit disorder, focusing particularly on the role of stimulant therapy in ADHD. Hisorical review suggests that ADHD has roots that extend back almost a century. The definition of ADHD is based on inclusion and exclusion criteria that are established by history and reflect behavioral concerns. Attention-deficit/hyperact...
متن کاملAttention Deficit Disorder
Twenty-eight adolescents with attention deficit hyperactivity disorder were provided either massage therapy or relaxation therapy for 10 consecutive school days. The massage therapy group, but not the relaxation therapy group, rated themselves as happier and observers rated them as fidgeting less following the sessions. After the 2-week period, their teachers reported more time on task and assi...
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ژورنال
عنوان ژورنال: Focus on Exceptional Children
سال: 1991
ISSN: 0015-511X
DOI: 10.17161/fec.v24i3.7536