Do Parental Concerns Predict a Diagnosis of Attention-Deficit Hyperactivity Disorder?

Mulhern, Serena; Dworkin, Paul H.; Bernstein, Bruce

doi:10.1097/00004703-199410000-00006

Cited by 38 publications

(24 citation statements)

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“…The result showed that the prevalence of ADHD is 2.68%. The prevalence is in accordance with that reported by several studies worldwide [10][11][12][13][14][15]. Also, the current results are consistent with other studies, indicating that boys are more likely to exhibit ADHD behaviour than girls [7].…”

Section: Discussionsupporting

confidence: 93%

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Attention-deficit hyperactive disorder in school-aged children in Saudi Arabia

Alqahtani

2010

Eur J Pediatr

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The current study was designed to explore the prevalence of attention-deficit hyperactive disorder (ADHD) in primary schools in Saudi Arabia. The study collected data from both teachers and parents for 708 primary school pupils attending grades 1-3 (7-9 years old), using DSM-IV criteria of ADHD. The result showed that the overall rate of ADHD was 2.7%, and in particular, the rate of attention types, 2.0%; hyperactive/impulsivity type, 1.4% and combined type, 0.7%. Teachers reported ADHD in a higher frequency than parents. However, applying a combination of reports from teachers and parents, screening of ADHD is likely to be more accurate. These findings highlight the importance of detecting ADHD in pupils at an early age and to develop a specific set of psychological clinical interventions for helping them.

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Section: Discussionsupporting

confidence: 93%

“…Previous work of Mulhern et al [12] suggested that a lack of parental concern is predictive of a non-ADHD diagnosis. After all, the prevalence of ADHD reported in this study is providing at least some support for using teachers and parents scale together when screening for ADHD.…”

Section: Discussionmentioning

confidence: 95%

Attention-deficit hyperactive disorder in school-aged children in Saudi Arabia

Alqahtani

2010

Eur J Pediatr

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“…The rate of discrepant results in this study is not surprising and is comparable to the rates reported by the Multimodal Treatment Study of the ADHD Collaborative Research Group 43 and observed in an earlier study on children being evaluated for ADHD. 44 The question of how clinicians should interpret discrepant results remains unresolved. Some might argue that a child with discrepant results should be diagnosed as having "situational" ADHD (eg, symptoms present in only 1 setting), which would increase prevalence rates for ADHD in this study to 84.1%.…”

Section: Discussion Overall Findingsmentioning

confidence: 99%

Implementing the American Academy of Pediatrics Attention-Deficit/Hyperactivity Disorder Diagnostic Guidelines in Primary Care Settings

et al. 2004

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Objectives-To evaluate the feasibility of the San Diego Attention-Deficit/Hyperactivity Disorder Project (SANDAP) protocol, a pediatric community-initiated quality improvement effort to foster implementation of the American Academy of Pediatrics (AAP) attention-deficit/hyperactivity disorder (ADHD) diagnostic guidelines, and to identify any additional barriers to providing evidencebased ADHD evaluative care.Methods-Seven research-naïve primary care offices in the San Diego area were recruited to participate. Offices were trained in the SANDAP protocol, which included 1) physician education, 2) a standardized assessment packet for parents and teachers, 3) an ADHD coordinator to assist in collection and collation of the assessment packet components, 4) educational materials for clinicians, parents, and teachers, in the form of handouts and a website, and 5) flowcharts delineating local paths for referral to medical subspecialists, mental health practitioners, and school-based professionals. The assessment packet included the parent and teacher versions of the Vanderbilt ADHD Diagnostic Rating Scales. In this study, we chose a conservative interpretation of the AAP ADHD guidelines for diagnosing ADHD, requiring that a child met criteria for ADHD on both the parent and teacher rating scales. A mixed-method analytic strategy was used to address feasibility and barriers, including quantitative surveys with parents and teachers and qualitative debriefing sessions conducted an average of 3 times per year with pediatricians and office staff members. Results-Between December 2000 and April 2003, 159 children were consecutively enrolled for evaluation of school and/or behavioral problems. Clinically, only 44% of the children met criteria for ADHD on both the parent and teacher scales, and 73.5% of those children were categorized as having the combined subtype. More than 40% of the subjects demonstrated discrepant results on the Vanderbilt scales, with only the parent or teacher endorsing sufficient symptoms to meet the criteria of the Diagnostic and Statistical Manual of Mental Disorders, 4th ed. Other mental health and learning problems were common in the sample; 58.5% of subjects met screening criteria for oppositional defiant disorder/conduct disorder, 32.7% met screening criteria for anxiety/depression, Address correspondence to Laurel K. Leslie, MD, Child and Adolescent Services Research Center, Children's Hospital, San Diego, 3020 Children's Way, MC 5033, San Diego, CA 92123-0282. E-mail: leslie@casrc.org. NIH Public Access Author ManuscriptPediatrics. Author manuscript; available in PMC 2006 July 25. Published in final edited form as:Pediatrics. 2004 July ; 114(1): 129-140. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscriptand approximately one-third had an active individualized education program in place or had received an individualized education program in the past. On evaluation, the SANDAP protocol was acceptable and feasible for all stakeholders. However, additional barriers to i...

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“…In approximately two-thirds (50-70%) of individuals diagnosed with ADHD, there is corollary evidence of clinical problems related to learning ability (Barry, Lyman, & Klinger, 2002;Mayes, Calhoun, & Crowell, 2000;Willcutt, Pennington, Olson, Chhabildas, & Hulslander, 2005), social adjustment and functioning (Carlson, Lahey, Frame, Walker, & Hynd, 1987;Pfiffner, Calzada, & McBurnett, 2000), or emotional well-being (Abikoff & Klein, 1992;Accardo, Blondis, & Whitman, 1990;Jensen, Martin, & Cantwell, 1997;Shaywitz & Shaywitz, 1991). For some, these clinical issues, rather than attentional deficits or hyperactivity, initiate referral of children who will eventually be diagnosed with ADHD (Mulhern, Dworkin, & Bernstein, 1994;Weinberg & Emslie, 1991;Wilens et al, 2002). The presence of such comborbid problems can complicate diagnostic formulation, obscure the fundamental nature of the primary disorder, and limit appreciation for the full clinical manifestation (Milberger, Biederman, Faraone, Murphy, & Tsuang, 1995;Pliszka, 1998).…”

Section: Introductionmentioning

confidence: 99%

Attention-Deficit/Hyperactivity Disorder: A Neuropsychological Perspective Towards DSM-V

2007

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Neuropsychological methods and techniques have much to offer in the evaluation of the individual suspected as having Attention-Deficit/Hyperactivity Disorder (ADHD). After a review of the historical evolution of the ADHD concept, incidence and prevalence, and DSM-IV criteria for diagnosis, especially as regards omission related to gender differences, and other associated cultural, familial, socioenvironmental, and subject influences, this paper describes a number of dilemmas and obstacles encountered in clinical practice. Included are the confounds associated with the wide range of possible comorbidities, the insufficiency of current DSM-IV criteria, the emergence of subtype differentiation and its impact on diagnosis and treatment. The complex relationship between neuropsychological constructs and ADHD, and obstacles to valid assessment are also addressed. The complexities associated with a thorough ADHD evaluation are viewed within an impressive and expansive existing scientific framework and recommendations are made for future directions.

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Do Parental Concerns Predict a Diagnosis of Attention-Deficit Hyperactivity Disorder?

Cited by 38 publications

References 0 publications

Attention-deficit hyperactive disorder in school-aged children in Saudi Arabia

Attention-deficit hyperactive disorder in school-aged children in Saudi Arabia

Implementing the American Academy of Pediatrics Attention-Deficit/Hyperactivity Disorder Diagnostic Guidelines in Primary Care Settings

Attention-Deficit/Hyperactivity Disorder: A Neuropsychological Perspective Towards DSM-V

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