Other
Children and adolescents
Marina Danckaerts, David Coghill ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This is a book chapter on how to assess ADHD in children and adolescents. It explains that ADHD has no biological test, so diagnosis depends on clinical interview and assessment. It says a structured approach supports good practice and helps build a treatment plan that can be monitored over time. The chapter covers recognition, interview, observation, school information, questionnaires, diagnostic formulation, and cognitive and somatic examination, with attention to comorbidities and special groups such as preschool children and those with intellectual impairments.
Key points
- ADHD is underrecognized and underdiagnosed in many parts of the world but overdiagnosed in others.
- No biological tests or markers are currently available, so diagnosis rests on clinical interview and assessment.
- A structured approach to assessment can foster good clinical practice and support a monitorable treatment plan.
- Evidence-based clinical guidelines exist but are not used in routine practice as regularly as they should be.
- Special attention is needed for comorbidities and for preschool children and those with intellectual impairments.
Limitations
Only a short abstract is available, so the chapter's detailed methods, evidence and recommendations cannot be assessed. It names no specific countries and does not evaluate an intervention, and it does not cover the African context.
Abstract
ADHD is a common neurodevelopmental disorder that is underrecognized and underdiagnosed in many parts of the world but overdiagnosed in others. As there are presently no biological tests or markers available to support the diagnostic process, the cornerstone of case identification remains the clinical interview and assessment. Evidence suggests that a structured approach to assessment can foster good clinical practice and facilitate building a treatment plan that can be adequately monitored over time. Whilst there are several evidence-based clinical guidelines that describe the assessment process, these are not used in routine clinical practice as regularly as they should. This chapter describes the elements of a structured approach to assessment, including commentary on recognition, the clinical interview, observation, school information, questionnaires, diagnostic formulation, and cognitive and somatic examination. Special attention is needed to assess comorbidities and with special populations such as those in preschool and with intellectual impairments.