Analysis of the main ADHD diagnosis variables for children between 6-12 years of age

Schooling allows identifying potential developmental shortages in children, as they get compared to their peers. Some may find it hard to stay still and focus on the task at hand, show inadequate levels of hyperactivity and impulsiveness that may even interfere with the development of the normal fu...

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Autor principal:	Silvia López Alonso
Formato:	article
Lenguaje:	ES PT
Publicado:	Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2020
Materias:	ADHD assessment diagnosing biopsychosocial approach parenting Style Psychology BF1-990
Acceso en línea:	https://doaj.org/article/7be11463c70647269edb0b867dcf8285
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spelling	oai:doaj.org-article:7be11463c70647269edb0b867dcf82852021-11-06T00:18:55ZAnalysis of the main ADHD diagnosis variables for children between 6-12 years of age10.17060/ijodaep.2020.n2.v1.19320214-98772603-5987https://doaj.org/article/7be11463c70647269edb0b867dcf82852020-12-01T00:00:00Zhttps://revista.infad.eu/index.php/IJODAEP/article/view/1932https://doaj.org/toc/0214-9877https://doaj.org/toc/2603-5987 Schooling allows identifying potential developmental shortages in children, as they get compared to their peers. Some may find it hard to stay still and focus on the task at hand, show inadequate levels of hyperactivity and impulsiveness that may even interfere with the development of the normal functioning and academic results. How can we find out if these behaviours are typical of the natural and biological development of children, the result of a learning difficulty or disorder, or an indication of an Attention Deficit Hyperactivity Disorder (ADHD)? Objective: To analyse the different standard procedure protocols to assess and diagnose ADHD in children between 6-12 years of age. Method: Systematic review of the different types of assessment used to diagnose ADHD among this population group. Results: It has been noticed that ADHD is a chronic, neurobiological disorder with a high co-morbidity. The diagnosis, exclusively clinical, must consider the wider clinical history of the children to (a) assess the personal, family and school background; (b) complete a mental, physical and neurological examination; (c) confirm the differential diagnose, and (d) use the diagnose criteria of DSM 5 and CIE-11- EMM. Conclusions: The items that should be included in the assessment completed to diagnose the ADHD are proposed. Silvia López AlonsoAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y DiscapacidadarticleADHDassessmentdiagnosingbiopsychosocial approachparenting StylePsychologyBF1-990ESPTINFAD, Vol 1, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	ES PT
topic	ADHD assessment diagnosing biopsychosocial approach parenting Style Psychology BF1-990
spellingShingle	ADHD assessment diagnosing biopsychosocial approach parenting Style Psychology BF1-990 Silvia López Alonso Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
description	Schooling allows identifying potential developmental shortages in children, as they get compared to their peers. Some may find it hard to stay still and focus on the task at hand, show inadequate levels of hyperactivity and impulsiveness that may even interfere with the development of the normal functioning and academic results. How can we find out if these behaviours are typical of the natural and biological development of children, the result of a learning difficulty or disorder, or an indication of an Attention Deficit Hyperactivity Disorder (ADHD)? Objective: To analyse the different standard procedure protocols to assess and diagnose ADHD in children between 6-12 years of age. Method: Systematic review of the different types of assessment used to diagnose ADHD among this population group. Results: It has been noticed that ADHD is a chronic, neurobiological disorder with a high co-morbidity. The diagnosis, exclusively clinical, must consider the wider clinical history of the children to (a) assess the personal, family and school background; (b) complete a mental, physical and neurological examination; (c) confirm the differential diagnose, and (d) use the diagnose criteria of DSM 5 and CIE-11- EMM. Conclusions: The items that should be included in the assessment completed to diagnose the ADHD are proposed.
format	article
author	Silvia López Alonso
author_facet	Silvia López Alonso
author_sort	Silvia López Alonso
title	Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
title_short	Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
title_full	Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
title_fullStr	Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
title_full_unstemmed	Analysis of the main ADHD diagnosis variables for children between 6-12 years of age
title_sort	analysis of the main adhd diagnosis variables for children between 6-12 years of age
publisher	Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
publishDate	2020
url	https://doaj.org/article/7be11463c70647269edb0b867dcf8285
work_keys_str_mv	AT silvialopezalonso analysisofthemainadhddiagnosisvariablesforchildrenbetween612yearsofage
_version_	1718443989785378816

Analysis of the main ADHD diagnosis variables for children between 6-12 years of age

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