Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

Brian P. Daly, PhD, is associate professor and department head of psychological and brain sciences at Drexel University. Dr. Daly is past president of the Philadelphia Behavior Therapy Association and recipient of grant funding from the Pew Charitable Trusts, W. K. Kellogg Foundation, Sixers Youth Foundation, Shire Pharmaceuticals, and Justice Resource Institute. He currently serves on the editorial board of Professional Psychology: Research and Practice, as well as on the advisory committees for several nonprofit organizations. Aimee K. Hildenbrand, PhD, is an assistant professor of pediatrics at Sidney Kimmel Medical College of Thomas Jefferson University, an assistant research scientist at Nemours Children's Health, and a pediatric psychologist at Nemours Children's Hospital Delaware. Dr. Hildenbrand's research program aims to improve delivery of pediatric health care to optimize pain management and psychosocial outcomes for youth with chronic illness, with a particular focus on pediatric sickle cell disease and cancer. Shannon G. Litke, BA, is a doctoral student in the clinical psychology program at Drexel University working under the mentorship of Dr. Brian Daly. Ms. Litke's interests include mechanisms of psychosocial treatment for child and adolescent trauma and anxiety disorders. She is particularly interested in improving interventions for at-risk youth from underserved communities. Ronald T. Brown, PhD, ABPP, is the Dean of the School of Integrated Health Sciences at the University of Nevada, Las Vegas. Dr. Brown has been the past president of the University of North Texas at Dallas and also is the past president of the Association of Psychologists in Academic Health Centers and the Society of Pediatric Psychology of the American Psychological Association. Dr. Bown has published over 300 ar ticles and chapters as well as 12 books related to childhood psychopathology and pediatric psychology.

Acknowledgments
1 Description
1.1 Terminology
1.2 Definition
1.3 Epidemiology
1.3.1 Prevalence and Incidence
1.3.2 Sex
1.3.3 Age
1.3.4 Culture
1.4 Course and Prognosis
1.5 Differential Diagnosis
1.5.1 Behavioral Conditions
1.5.2 Emotional Conditions
1.5.3 Neurologic or Developmental
Conditions
1.5.4 Environmental and Psychosocial
Factors
1.5.5 Physical and Medical Conditions
1.6 Comorbidity
1.6.1 ODD/CD
1.6.2 Anxiety
1.6.3 Mood
1.6.4 Bipolar Disorder
1.6.5 Learning Disorder
1.6.6 Tics/ASD
1.6.7 Substance Use Disorders
1.6.8 Sleep Issues
1.7 Diagnosis
1.7.1 Diagnostic Interviews
1.7.2 Rating Scales
1.7.3 Psychoeducational Testing
1.7.4 Neuropsychological Testing
1.7.5 Laboratory Testing
2 Theories and Models of ADHD in Children
2.1 Neurobiological Factors in ADHD
2.1.1 Genetic Contributions
2.1.2 Neurological Factors
2.1.3 Cognitive Determinants
2.2 Environmental Risk Factors
2.2.1 Pre-, Peri-, and Postnatal Factors
2.2.2 Environmental Toxins
2.2.3 Dietary Factors
2.3 Psychosocial Factors
2.4 Interactions Between Neurobiological,
Environmental, and Psychosocial Factors
3 Diagnosis and Treatment Indications
3.1 Assessment Procedures
3.1.1 General Considerations
3.1.2 Developmental History
3.1.3 Clinical Interviews
3.1.4 Behavioral Rating Scales
3.1.5 Differential Diagnosis/Comorbidities
3.1.6 Testing
3.2 The Decision-Making Process
3.3 Treatment Considerations
4 Treatment
4.1 Methods of Treatment
4.1.1 Psychopharmacology
4.1.2 Stimulant Medications
4.1.3 Nonstimulant Medications
4.1.4 Psychosocial/Behavioral Therapies
4.1.5 Behavioral Parent Training
4.1.6 Behavioral Peer Interventions
4.1.7 Behavioral Classroom Management
4.1.8 Academic Interventions and
Organizational Skills Training
4.1.9 School Accommodations
4.1.10 Neurofeedback and Cognitive
Training
4.1.11 Psychoeducation
4.2 Mechanisms of Action
4.3 Efficacy and Prognosis
4.4 Variations and Combinations of Methods
4.5 Problems in Carrying Out the Treatment
4.6 Multicultural Issues
5 Case Vignettes
6 Further Reading
7 References
8 Appendix: Tools and Resources