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Análisis y Modicación de Conducta
2023, Vol. 49, Nº 180, 55-68
ISSN: 0211-7339
http://dx.doi.org/10.33776/amc.v49i180.7653
Issues in the identication, assessment and
treatment of children and adolescents with ADHD
Dicultades en la identicación, evaluación y
tratamiento de niños y adolescentes con TDAH
Francisco Balbuena Rivera
Department of Clinical and Experimental Psychology
University of Huelva
Palabras clave
TDAH; identicación; evaluación; tratamiento; di-
cultades de aprendizaje.
resumen
Muchos estudios acerca del trastorno por décit
de atención con hiperactividad (TDAH) han documen-
tado que este trastorno del neurodesarrollo puede es-
tar infraidenticado. De ahí que el diagnóstico precoz
de niños y adolescentes con TDAH resulte importante,
representando las intervenciones escolares una herra-
mienta fundamental para trabajar en esta área. Para
identicar problemas en el diagnóstico, la evaluación
y el tratamiento de niños y adolescentes con TDAH, se
analizan aquí los hallazgos de investigaciones que po-
drían conducir a resultados signicativamente mejores
para los niños y adolescentes con TDAH. Los estudios
revisados brevemente proceden de una búsqueda en
MEDLINE, entre los años 2009 a 2022, utilizando para
ello los términos “TDAH”, “identicación”, prevalencia”,
“evaluación”, “tratamiento”, “dicultades de aprendizaje”
y “TDAH” y “comorbilidad” combinados, al resultar tales
términos claves para un diagnóstico preciso. La literatu-
ra revisada sugiere que múltiples aspectos asociados a
las características psicométricas, así como a los factores
clínicos y/o farmacológicos deben ser considerados de
gran importancia clínica en la identicación, evaluación
y tratamiento de individuos diagnosticados con TDAH.
De este modo, se torna importante indagar en torno a
las dicultades vinculadas a identicar, evaluar y tratar a
niños y adolescentes con TDAH en diferentes contextos.
abstract
Many studies into Attention-Deficit/hyperac-
tivity Disorder (ADHD) have documented that this
neurodevelopment disorder may be under-iden-
tified. Early diagnosis of children and adolescents
with ADHD is important, and consequently school-
based interventions represent an essential tool for
work in this area. To identify issues in the diagnosis,
assessment and treatment of children and adoles-
cents with ADHD, is reviewed here research find-
ings which could lead to significantly better out-
comes for children and adolescents with ADHD.
Accordingly, we briefly review studies retrieved in
a MEDLINE search, using the terms “ADHD”, “iden-
tification”, prevalence”, “assessment”, “treatment”,
“learning disabilities” and “ADHD” and “comorbid-
ity” combined, as these pinpoint diagnosis, for the
years 2009 to 2022. In this respect, the literature
reviewed suggests that multiple aspects associated
with psychometric features, as well as clinical and/
or pharmacological factors should be considered
of highly clinical significance in identifying, assess-
ing and treating individuals diagnosed with ADHD.
For this reason, it is important to investigate about
difficulties immersed in identifying, assessing and
treating to children and adolescents with ADHD in
different settings.
Keywords
ADHD; identication; assessment; treatment;
learning disabilities.
Recibido: 23/03/2023; aceptado: 31/03/2023
Correspondencia: Francisco Balbuena Rivera, Department of Clinical and Experimental Psychology, University of Huelva, Faculty of
Education, Psychology and Sport Sciences, Avda. Tres de Marzo, s/n. Campus de El Carmen, 21071-Huelva, Spain. E-mail: balbuena@uhu.es
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Introduction
Recent decades have seen major advances
in our understanding of the diculties faced
by suerers of attention-decit/hyperactivity
disorder (ADHD), although there is still much
to be learned. In particular, progress has been
achieved in identifying, assessing and treat-
ing children and adolescents diagnosed with
ADHD (Kooij et al., 2019), as potential bio-
markers and other diagnostic methods, along
with a range of treatments have been devel-
oped (Mahone & Denckla, 2017).
Whilst our knowledge is undoubtedly
greater, and clinical practice has beneted cer-
tain limitations in the existing literature point
to future directions to explore, especially re-
garding the heterogeneity associated with
ADHD, and its clinical assessment and treat-
ment (Musser & Raiker, 2019). The importance
of identifying, assessing and treating young
people with ADHD is still more evident when
we bear in mind that numerous studies have
documented an increase in the number of di-
agnoses over the last few decades (Polanczyk
et al., 2014). From this perspective, clinicians,
educators and families should recognize ADHD
as a chronic disorder and therefore consider
its early identication as a signicant public
health issue which varies with the develop-
mental stage in which individual diagnosed
with ADHD is found. This is especially true if
these individuals will require lifelong health
care. In like fashion, more research is needed
into ADHD in terms of gender and age in dif-
ferent populations and settings.
Firstly, we briey review studies retrieved
in a MEDLINE search, using the terms “ADHD”,
“identication”, “prevalence”, and “ADHD” and
“comorbidity” combined, as pinpointers of di-
agnosis, given that ADHD prevalence and co-
occurrence with other mental disorders are
two of the ve areas in the clinical guidelines
for ADHD published by the American Academy
of Pediatrics (American Academy of Pediatrics
[AAP], 2011). This has implications for the rel-
evance of ADHD from a lifespan perspective,
and the need of increasing our knowledge of
the condition among communities of parents,
educators, students of general and mental
health, and practioners of mental health.
Various population-based studies have
found a prevalence of around 5% for ADHD in
child populations (Taylor, 2017), while at the
same time noting that signicantly fewer than
this number of children receive treatment for
the condition (Tatlow et al., 2016). As a result,
mental health professionals nd serious di-
culties in predicting treatment response, and
are thus hindered in developing tailored treat-
ments. Many countries have made concerted
eorts to diagnose ADHD earlier, although
there are notable national dierences. This has
been strongly conrmed in a recent system-
atic review and meta-analysis by Thomas et al.
(2015), which suggests 7% as an approximate
gure below which rates would be indicative
of underdiagnosis. Taylor (2017) notes that this
gure is possibly rather lower in Europe as op-
posed to the USA, a disparity unrecognized by
the medical community until a few years ago,
and most likely due to dierences in the pat-
terns of diagnosis and the perceptions of the
impact of the disorder on suerers. In the UK,
one signicant cause hypothesized for originat-
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ing the dierential in rates of diagnosis is the
demands of the education system, in particu-
lar the competition between schools regard-
ing examinations results (Hinshaw & Scheer,
2014). Because the perceptions of family and
teachers plays such an important role in the
diagnosis and treatment of ADHD, these are
even more essential for ADHD than for other
disorders. One of the challenges of obtaining
teacher reports for teenagers is the need to
coordinate between dierent subject teachers.
Parents are also likely to have fewer opportu-
nities to observe their children’s behavior than
when they were younger (AAP, 2011).
The methods used for diagnosing children
and adolescents have varied greatly in the
last ten years, while other variations in the ap-
parent prevalence rate seem to be account-
able for by dierences in the population sur-
veyed. Apparent dierences in the evaluation
of ADHD could stem from social and cultural
factors specic to each population. An exam-
ple of such a case concerns a study of Jewish
and Arab children who had recently started
school and were evaluated with DSM-IV cri-
teria by both teachers and parents (Ornoy
et al., 2016). This study found a rate of 9.5%
among the Jewish children and 7.35% among
the Arab children. More signicantly, the dif-
ference between the teacher and parental
evaluation was far more marked in the Jewish
population (2.3 times higher) than in the Arab
population (only 12% higher).
After a review of research ndings, McLen-
nan (2016) advocates a move away from con-
ceptualizing ADHD in terms of categories. It
was found that the empirical studies reviewed
supported a predominately dimensional con-
ceptualization of the disorder, rather than re-
garding it as a discrete entity. Nevertheless, for
practitioners, these ndings in no way dimin-
ish the needs of those presenting substantial
ADHD symptom clusters, nor the risks that
such symptoms entail.
In order to locate children on the ADHD
spectrum, many clinicians, educators, and
parents place considerable importance on
cognitive and behavioral measures. In this
respect, psychoeducation for families has
proved be eective (Ferrin et al., 2014). Paren-
tal capacity to support their children can be
assessed by the parenting class instructor and
reported to the clinician. Where children can
be assessed directly by their teachers, these
can provide a rst-hand report on the core
symptoms of the child (AAP, 2011).
An important lesson which could be learnt
of identifying, assessing and treating individu-
als with ADHD from early developmental stag-
es is that it will serve for implementing future
measures which will be useful when those in-
dividuals become adults diagnosed with this
chronic disorder (Koumoula, 2012).
Medication
Recognition of ADHD as a neurobehavioral
disorder aecting a signicant percentage of
young people around the world has important
implications for the psychiatric care, especially
as many symptoms of ADHD often persist into
adulthood. Despite this, it is as well to recall a
set of studies providing evidence that phar-
macological interventions can be highly eec-
tive in reducing core symptoms of most chil-
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dren and adolescents (Nolen-Koesksema et al.,
2009). Such core symptoms include develop-
mentally inappropriate levels of inattention,
hyperactivity, and impulsive behavior. Adults
in this group have a high rate of related comor-
bidities, in particular functional diculties in
key areas such as relationships, education, and
employment (Epstein et al., 2014). Clinicians
thus should keep in mind that extra support
might be necessary for the educators and par-
ents of children and adolescents with ADHD
who have the disorder, in particular with re-
gard to providing medication on a consistent
basis and implementing a consistent behav-
ioral program. In a similar vein, longitudinal
studies have found that many children do not
receive sustained treatment, even though this
puts them at greater risk of signicant prob-
lems in the long-term (AAP, 2011).
With these considerations in mind, re-
searchers have investigated various pharma-
cological interventions, such as the ecacy
and tolerability of immediate-release methyl-
phenidate versus placebo in the treatment of
individuals with ADHD. It is important to note
that whilst a large number of studies have de-
lineated the usefulness of immediate-release
methylphenidate in children, very few studies
have documented the eects of this pharma-
cological intervention on adults. In addition,
tricyclic antidepressants (TCAs) are sometimes
used as a second line of treatment in the re-
duction of ADHD symptoms in young people.
However, the evidence for the use of desipra-
mine as a treatment for children with ADHD
is weak. Trials indicate that while desipramine
has a short-term positive impact on the core
symptoms of ADHD, the long-term impact on
the cardiovascular system is of clinical concern
(Otasowie et al., 2014). Although cases of sud-
den cardiac death in children on stimulant
medication are extremely rare, there are con-
cerns about their use to treat ADHD. There is,
however, no clear evidence that they increase
the risk of sudden death. It is advisable to ex-
pand the patient’s medical history to include
specic cardiac symptoms, Wolf-Parkinson-
White syndrome, sudden death in the family,
hypertrophic cardiomyopathy, and long QT
syndrome (AAP, 2011).
Epstein, Patsopoulos and Weiser’s (2014)
database search also found that immediate-
release methylphenidate can be successful
in helping children to improve in core symp-
toms of ADHD, such as hyperactivity, impulsiv-
ity, and inattentiveness, as well as to improve
their overall clinical condition. They raise some
questions on the design and interpretation of
the data in the studies they review, but overall
they conclude that adverse eects from imme-
diate-release methylphenidate for adults with
ADHD are not of serious clinical signicance.
Nevertheless, they recognize that this is a qual-
ied conclusion in view of the relatively short
duration of the studies returned by the search.
In addition, the data concerning symptoms
of anxiety and depression as indicators of pa-
tients’ mental state were not categorical, some
reporting a reduction in these symptoms, oth-
ers no change, and others again an increase.
Storebo and colleagues (2015) have sub-
sequently presented findings that suggest
that, among children diagnosed with ADHD,
methylphenidate might improve symptoms
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of the condition and behaviour in general,
at least insofar as reported by teachers, as
well as parent-reported overall quality of life.
Nevertheless, they note that the evidence on
which to draw such conclusions is generally
“low quality”. In practice, even when meth-
ylphenidate has positive effects, there is no
certainty about their magnitude.
A further complicating factor was the short
follow-up periods typical of the trials included
in the review. In particular, there was some evi-
dence of an increase in the risk of non-serious
adverse events, such as sleep problems and de-
creased appetite, associated with methylphe-
nidate, but no evidence of an increase in the
risk of serious adverse events. Finally, accord-
ing to the authors, the results strongly indicate
that large randomized controlled trials are re-
quired for non-pharmacological interventions
(Storebo et al., 2015). In any event, before start-
ing on any course of medication, the physician
should assess the severity of the child’s ADHD.
This should always include a complete history,
a physical examination, and a thorough con-
sideration of dierential diagnosis and related
comorbidities (Bélanger et al., 2018). For chil-
dren younger than school age diagnosed with
ADHD, given our current state of knowledge,
medication should be considered only in cases
where moderate-to-severe dysfunction has
been assessed (AAP, 2011).
In marked contrast to the above studies,
there is little evidence on the ecacy and safe-
ty of using amphetamines for ADHD in young
people. Some readers might nd this surprising
as they are frequently prescribed to manage
ADHD. Driving poses particular risks to adoles-
cents with ADHD, and medication coverage is
essential. Symptoms can be controlled either
throughout the day by longer-acting medica-
tion or by shorter-acting medication taken be-
fore driving. Another area of concern among
adolescents is the diversion of ADHD medica-
tion to uses unconnected with the intended
purpose. Prescription-rell requests should be
scrutinized, and clinicians should be attentive
to signs of misuse or diversion of ADHD medi-
cation. In cases where misuse is suspected,
they should consider prescribing medications
with no abuse potential (AAP, 2011). From a
systematic literature review of the use of am-
phetamines in the treatment of ADHD, Punja
and colleagues (2016) concluded that the risk of
bias was high in most of the studies included (8
parallel-group and 15 cross-over trials), and that
the overall quality of the evidence ranged from
low to very low on most outcomes.
Although amphetamines seem eective at
reducing the core symptoms of ADHD in the
short term, it should be noted that they have
been associated with a number of adverse ef-
fects. It is to be hoped that further research pro-
vides all the required answers. It is also desirable
that future trials have a longer duration (over 12
months), include more psychosocial outcomes
(such as quality of life and parent stress), and be
transparently reported (Storebo et al., 2015).
There is little likelihood that the complex
developmental eects of ADHD will ever be
controlled by a single type of intervention. It is
far more likely that a combination of biological
(e.g. pharmacological) and cognitive-behav-
ioral approaches will be required to mitigate
the symptoms of those with ADHD (Auster-
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man, 2015). In one study by Wymbs and asso-
ciates, most parents showed their preference
for interventions that would help them to un-
derstand and feel more informed about their
child’s problems (Wymbs et al., 2015). Both
forms of intervention will benet from a bet-
ter understanding of the underlying biological
foundations of ADHD.
Clinical practice guidelines
As observed in the opening section, al-
though there appear to be cultural factors in-
uencing the application of the clinical guide-
lines in the diagnosis of ADHD, in themselves
they are insucient to account alone for the
increase in diagnosis of ADHD in recent dec-
ades. Many experts have expressed that this is
very likely because ADHD requires multimod-
al treatment and dierent experts to tackle
it. Our current state of knowledge has yet to
identify the “active ingredient” which makes
certain treatments more eective than others,
and still less the optimal conditions for particu-
lar individuals (Murray et al., 2014).
A large number of studies have also identi-
ed a range of factors inuencing diagnosis,
irrespective of the ADHD guidelines used.
This suggests that the increase in the number
of children and adolescents diagnosed with
ADHD might in part be due to the use of dif-
ferent clinical tools or criteria for diagnosis.
Supporting these assertions there are some
cases where ADHD has been diagnosed when
it was manifested only in the school context
and not in the family environment, a mode
of making a diagnosis contrary to the recom-
mendations of many ADHD experts.
It is also important to note that assessments
made on the basis of reported information are
highly dependent on the quality of the report,
usually provided by someone familiar to the
child and in daily contact with them. Given
that the child’s social limitations may be over-
or underestimated this person, whether par-
ent or teacher, the reliability of the information
provides needs to be documented. Obviously,
this will help mental health providers in making
well-informed and evidence-based decisions.
It is often the case that parents seek out
professional advice and diagnosis early in their
child’s development if they have concerns (Mc-
keown et al., 2015). The main purpose in seek-
ing a diagnosis in the case of many parents is
to then have access to services. Generally, to
reach a diagnosis of ADHD, clinicians measure
child observation and parent reports against
diagnostic instruments (Zhou et al., 2017). It
is important for the clinician to ensure that
Diagnostic and Statistical Manual of Mental Dis-
order, Fourth Revised Edition criteria have been
met (including documentation of impairment
in more than one major setting). At the same
time, information should be obtained primar-
ily from reports of parents or guardians, teach-
ers, and other school and mental health clini-
cians involved in the child’s care (AAP, 2011).
From a slightly dierent angle, a diagnosis
of ADHD can be very helpful for clinicians in
explaining to parents how the disorder mani-
fests itself in their child’s behavior and how
intervention can modify this. For instance, a
young child with ADHD might exhibit temper
tantrums, at least partly as a result of his or her
inability to make sense of their surroundings
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and to nd expression for their frustration. By
helping the child to understand their environ-
ment and what is expected of them, and by
providing them with opportunities to express
their preferences, there should be a decline in
the frequency of the tantrums.
ADHD and relates comorbidities
Young people who are evaluated for ADHD
may at the same time suer from other behav-
ioral, developmental, and physical conditions.
These include, but are not limited to, learning
problems, language disorders, disruptive be-
havior, anxiety, mood disorders, tic disorders,
seizures, developmental coordination disor-
der and sleep disorders (Cortese et al., 2013;
Mardomingo Sanz et al., 2019; Davidson et al.,
2019). There is a consensus among studies by
the American Psychological Association (APA)
from the 1990s to the present that the eects
of coexisting conditions on ADHD treatment is
variable. It may be that the co-occurring condi-
tion requires treatment alongside the treatment
for ADHD, and while some may be treatable in
the primary care setting, others will require re-
ferral (AAP, 2011). An important issue of co-oc-
curring conditions is that it can become dicult
to identify cases of ADHD when children remain
in mainstream education and receive treatment
specic to their needs (Erskine et al., 2016).
How then can the use of dierent tools and
criteria for diagnosing and managing ADHD
be encouraged? As well as providing informa-
tion about how treatment will aect their child
and their environment, a meaningful diagnosis
should also inform families of the changes they
can expect in the disorder as their child devel-
ops. Diagnosis of ADHD can also relieve parents
from the sense of guilt that they are somehow
responsible for their child’s problems. Irrespec-
tive of this, it is possible for school-age chil-
dren with ADHD to take tests of their readiness
for school without time restrictions, following
the appropriate guidelines (AAP, 2011). The
assessment and subsequent treatment of chil-
dren previously unsuspected of having ADHD
by both parents and professionals presents
new challenges to clinical practice (Clark & Bé-
langer, 2018). In fact, parents tend to overes-
timate their children’s impairment in compari-
son with the clinician. Providing guidance to
parents on behavioral-observation scales and
eective social-educational interventions will
be useful in this respect. Education of parents
is thus an important factor in the management
of children and adolescents with ADHD. From
this perspective, parents should recognize
ADHD as a chronic condition, and that young
people with ADHD should be considered as
having special health care needs. This educa-
tion of parents should include ensuring their
cooperation in titrating doses of medication
(bearing in mind that they themselves might
have the condition) (AAP, 2011).
There is, of course, a big dierence between
supplying a prompt response to parental con-
cern and informing parents of a problem they
were unaware of. For such information to be of
value to the parent, it rst has to make sense,
and he or she has to be ready to assimilate it.
Nevertheless, simply being made aware that
other families are able to manage and treat
the condition can oer hope and practical
strategies (Wymbs et al., 2015).
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It is to be hoped that considerations
such as these will have a positive impact on
the outcomes, and reduce the anomalies in
the data regarding the frequency and in-
tensity of symptoms associated with ADHD.
Another positive effect should also be that
of reducing the amount of medication re-
quired, as parents often find that their in-
volvement is paralleled by a reluctance of
their children to take medication. This, of
course, depends, on an open and honest
dialogue between the parents and profes-
sionals at all stages of the process of referral
and assessment.
Another critical factor is the tests used
to collect data on the prevalence of ADHD.
Many researchers have found significant dif-
ferences in the application of terminology
between the American and European tests.
The European tests tend to adopt a more
restrictive interpretation and consequently
identify fewer cases. Accounting for this dis-
parity in diagnosis has led some research-
ers to address the conceptual framework of
the tests, with several questioning wheth-
er examination of individuals’ behavioral
manifestations is capable of drawing a clear
psycho(patho)logical distinction between
personality and pathology.
The issue of matching tests to the appro-
priate population has also been explored.
Some studies found that tests trialed on adult
populations failed to take into account devel-
opmental cognitive factors when applied to
younger populations. In like fashion, the per-
formance of tests and the interpretation that
can be drawn from the results are subject to
socio-cultural factors stemming from the ad-
ministration and rating of the tests with an
Anglophone population (Hinshaw & Scheer,
2014). It is also important for researchers not
to forget that each individual follows a unique
developmental trajectory.
There is, too, the question of whether age
should be taken into consideration in as-
sessments of the condition, given the aim of
treatment is to alleviate the symptomatic ex-
pressions in terms of impulses, attention and
hyperactivity. If age is not to be considered,
then clinicians should consider dierent symp-
tomatic expressions associated with relatively
gross personal, socio-family and educational
implications. Evaluative tests could be adapt-
ed to take this factor into account when con-
ducting research into this complex syndrome.
In recent years, given the typically rapid pace
of child development, researchers have sought
to establish normative data in the school age
population (Klenberg et al., 2016). The chief
focus of this research has been on executive
functioning (EF) in response to the serious im-
plications of psycho-physiological functions
such as anticipation and self-regulation in
tasks linked to the coordination of cortical and
sub-cortical frontal lobes. The neural substra-
tum and evolutionary patterns of such compo-
nents have also been analyzed.
Although there remain questions to be
researched, children still need to be as-
sessed and treated, so clinical criteria tend
to be used for diagnosis. A comparison of
the criteria in DSM-IV-R and those in DSM-5
shows that greater significance is accorded
to symptoms than to dysfunctions. Further,
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Young and Goodman (2016) notes that while
clearer diagnostic criteria for adult ADHD
have now been made available through
publication of DSM-5, there are no compre-
hensive guidelines for managing the transi-
tion of ADHD from pediatric through to adult
care. Among the differences between DSM-
IV-R and DSM-5 is that while the former re-
quired certain symptoms to be linked to the
dysfunction before the individual was seven
years old (criterion B), in at least two differ-
ent scenarios (criterion C), the latter raises
the required age of onset to twelve, and also
introduces reference to the co-presence of
symptoms. Another significant difference is
that DSM-5 does away with the requirement
in DSM-IV-R for clinically significant “clear
evidence” of dysfunction observed in aca-
demic, occupational and social contexts (cri-
terion D), replacing it with a requirement for
symptoms to “interfere with or reduce the
quality of” some of these contexts. There is,
then, an issue here in determining whether
the symptoms represent only an inconven-
ience to everyday life or a genuine clinical
dysfunction, and hence there is a need to
be cautious in the application of diagnostic
tests. In practice, even when tests have posi-
tive predictive value, the decision taken will
influence the diagnosis of ADHD, a problem
rendered all the more acute by inconsisten-
cies in the application of the scales used for
clinical evaluation. For example, poor corre-
spondence has been found between symp-
toms and dysfunction in both the social and
academic ambits, as those required to apply
the scales, typically parents and teachers,
fall back on what their subjective notion of
a pathological behavior. We must recognize
that ADHD is not a straightforward homo-
geneous condition, and cannot be easily
captured by DSM or ICD. It may be that, as
many researchers affirm, the application of
a categorical as opposed to a dimensional
system presupposes a false demarcation be-
tween normal and abnormal. Further, some
studies have found that the ADHD subtypes
(hyperactive-impulsive, non-attentive, and
combinations of both) show significant vari-
ation in terms of performance in cognitive
operations, resulting in a marked heteroge-
neity across the subtypes with respect to
the deterioration associated with each. Al-
though it is very difficult to determine the
scope of this hypothesis, it has been tested
with individuals with ADHD (Gorlin et al.,
2016). In addition, researchers corroborate
the existence of different types of individual
patterns linked to the attentive, impulsive
and excessive motor arousal. In fact, at least
two types of attention have been found, one
selective and more characteristic of the inat-
tentive subtype of ADHD and the other joint
and characteristic of the combined type of
ADHD. In line with these individual differ-
ences, researchers have drawn a distinction
between manifestations of impulsivity, iden-
tifying on the one hand cognitive impulsiv-
ity, concerning individuals’ performance in
tasks and their general learning style, and
on the other motor impulsivity, concerning
a lack of motor control, and which is ob-
served more predominantly in children with
a combined type of ADHD.
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Looking ahead: Some lessons learnt in
relation to the learning disabilities
In this section, I will draw my attention on
school closure and how it aected to individu-
als diagnosed with ADHD, and by extent, to
their families and educators during the COV-
ID-19 pandemic if it is compared to pre-pan-
demic times. First, school closure forced toward
a dierent model of learning and teaching, one
based on homeschooling and remote learning
(Davoody et al., 2022). In this context, it be-
came a priority the need of thinking on which
were the best educational measures to be im-
plemented, for learning disabilities are very
common among children and adolescents with
ADHD (Saline, 2021). In line with this, parents
of individuals with ADHD reported negatively
of a serious worsening on how facing to daily
routines following connement restrictions
and the shift to online schooling (Zhang et al.,
2020). In attempting to ameliorate this dicult
situation, it was important to help parents in
having a set of emotional, educational skills,
for many of them felt enough unprepared to
provide adequate academic support to their
children at home (Becker et al., 2020). Second,
there is available evidence on the benets de-
rived from homeschooling, among which are
mentioned increasing children’s wellbeing
(Thorell et al., 2022), as well as the improve-
ment of their academic performance in math-
ematics, reading and writing (Shah et al., 2021).
Linked to this, it is also said that because of us-
ing remote learning at home the school-relat-
ed stressors (i.e., exam pressure, contact with
peers and more rigid timeline for managing
schoolwork) were reduced in individuals with
ADHD, who regularly experience social dicul-
ties and poor academic achievement within a
more traditional educational model (Bobo et
al., 2020; Sciberras et al., 2020).
What lessons have been learnt from this
pandemic in relation to learning disabilities?
The rst and foremost lesson is that school, as
an important institution addressed to educate
and form good persons for the future, must
keep the children and adolescents with ADHD
in focus, collaborating closely with their parents
and families in facilitating its normalization, in-
tegration and academic-emotional learning
within the educational context. Consistently,
school-based interventions represent an es-
sential tool for work in this area. Bearing all this
in mind, in my view, it is still useful as heuris-
tic for research in ADHD the ecological model
of Bronfenbrenner (1979), according to which
school, family and other institutions should
work coordinately, doing so that diculties im-
mersed in identifying, assessing and treating to
young individuals with ADHD be easier. The fu-
ture challenges are yet many, but the growing
literature at hand and the eorts of educators,
parents and researchers will do work more sat-
isfactory for all parts in it implied.
Concluding Remarks
As has been earlier corroborated, children
and adolescents diagnosed with ADHD should
be considered as having special health care
needs. However, one limitation of the litera-
ture I reviewed is that there is still not sucient
evidence for condent recommendations for
treating ADHD to be made. In my opinion, the
likely explanation is that ADHD requires mul-
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timodal treatment, implying it that there is a
range of factors inuencing diagnosis, and
hence are used dierent clinical tools or crite-
ria for diagnosis, assessment and treatment.
Advances in diagnostic methods might
maybe in the future make it possible for profes-
sionals to screen more individuals with ADHD,
and thus reduce the time required by clinicians.
There remain clinical and socio-educational
issues relating to the diagnosis of ADHD that
require further research ADHD (Shah, Grover
& Avasthi, 2019). A systematic and accurate
means of screening children, identifying which
are more likely to develop ADHD, would allow
those most at risk to be referred to a clinician
for diagnostic assessment. In addition, better
information for parents and teachers on ADHD
could be expected to overcome stigma and
create better informed referrals.
At present, no single approach can meet
the needs of all those with ADHD, and it is
necessary to individualize treatment in or-
der to attain the best outcome for each in-
dividual (Zwi et al., 2011). Even at specialist
level, clinicians without special ADHD train-
ing need to be able to rely on empirical sup-
ported guidelines, something which would
be easier to achieve if treatment manuals
and curricula were more readily available.
On another level, if the most important
therapeutic goal in the treatment of children
and adolescents with ADHD is the reduction of
the problems relating to attention, impulses,
and hyperactivity, might one ask whether
or not the age of individuals matters in the
early diagnosis of this condition? If it does,
it is important to note the determination of
the optimal schedule for monitoring chil-
dren and adolescents with ADHD, including
factors for adjusting that schedule accord-
ing to age, symptom, severity, and progress
reports. Going deeper, neither DSM nor
ICD capture the complex heterogeneity of
ADHD, which many researchers attribute to
the use of a categorical rather than a dimen-
sional system (Balbuena, 2016).
With all, the social abilities of children with
ADHD can be improved through cognitive-
behavioral techniques, which parents and
educators can learn with good degrees of ef-
fectiveness, even in cases where it is chiey
the parents applying the intervention. The
successful diagnosis of child and adult ADHD
requires consideration of many factors, includ-
ing prior medical history and comorbid con-
ditions, alongside individualized, evidence-
based treatment. That being so, the next steps
required to sustain appropriate treatments
and achieve successful long-term outcomes
still remain a challenge.
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