Daily life impairments associated with self-reported childhood/adolescent attention-deficit/hyperactivity disorder and experiences of diagnosis and treatment: Results from the European Lifetime Impairment Survey

Abstract

The Lifetime Impairment Survey assessed impairment and symptoms of attention-deficit/hyperactivity disorder (ADHD) in children/adolescents from six European countries. Parents/caregivers of children/adolescents aged<20 years with ADHD (ADHD group; n = 535) and without ADHD (control group; n=424) participated in an online survey. History of ADHD diagnosis was self-reported. ADHD and control groups were compared using impairment and symptom scales; higher scores indicate greater impairment. Mean (SD) age at ADHD diagnosis was 7.0 (2.8) years, following consultation of 2.7 (2.6) doctors over 20.4 (23.9) months. Parents/caregivers (64%; 344/535) reported frustration with some aspect of the diagnostic procedure; 74% (222/298) were satisfied with their child's current medication. ADHD had a negative impact on children/adolescents in all aspects of life investigated. The ADHD group had a higher mean (SD) school impairment score (2.7 [0.7]) compared with the control group (2.1 [0.7]; P<0.001) and were more likely to be in the bottom of their class (P<0.001). These data provide insights into impairments associated with ADHD in childhood/adolescence, and identify areas for improvement in its management and treatment.

The Caregiver Perspective on Paediatric ADHD (CAPPA) survey: Understanding sociodemographic and clinical characteristics, treatment use and impact of ADHD in Europe

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Hyperfocusing as a dimension of adult attention deficit hyperactivity disorder

“…Firstly, we did not address the association of hyperfocusing with some factors like cognitive functions (verbal fluency, set shifting, Stroop interference, response inhibition etc.) and daily functioning that are impaired in ADHD (Boonstra, Oosterlaan, Sergeant, & Buitelaar, 2005;Caci et al, 2014). For example, Kalanthroff et al, (2013) suggested a possible association between deficiency of global processing and social dysfunction in adult patients with ADHD.…”

ADHD: science, stigma and service implications

“…ADHD impacts multiple facets of children's lives; school, home, friendships and relationships. Children with ADHD are exposed to higher levels of criticism and hostility in these environments, commonly contributing to lower self-esteem, self-efficacy and self-belief (Caci et al 2014). Children with ADHD are less likely to experience success in academic, extracurricular and other settings such as sport, which often has a profoundly demotivating impact; children who have never fulfilled their true potential and have rarely experienced success may fail to see the value of persistence, effort and application.…”