Citation

Carmichael JA, Kubas HA, Carlson HL, Fitzer KR, Wilcox G, Lemay JF, Bray S, MacMaster FP, Hale JB. Appl. Neuropsychol. Child 2015; 4(2): 97-105.

Affiliation

Werklund School of Education , University of Calgary , Calgary , Alberta , Canada.

Copyright

(Copyright © 2015, Informa - Taylor and Francis Group)

DOI

10.1080/21622965.2015.1005481

PMID

25748971

Abstract

Attention-deficit hyperactivity disorder (ADHD) does not exist. This explicit statement needs elucidation of course given ADHD is a common neurodevelopmental disorder, but it provides the reader with the impetus to reconsider long-held beliefs about this condition and its treatment. Surely, there is a disorder called ADHD from which this thesis is framed, but primary attention and hyperactivity-impulsivity problems are mediated by different albeit interrelated brain systems. Like many neurodevelopmental disorders (e.g., learning disabilities, autism spectrum disorder), the medical and psychological professions have used a single, large inclusive ADHD diagnostic category to represent children with different etiologies for their overt symptoms. Despite neurobiological differences among children diagnosed with ADHD, the clinical position that attention-deficit or primary attention problems are sufficient for ADHD identification undermines clinical practice. This commonly accepted dubious position not only undermines the diagnostic utility of our neuropsychological measures, but it attenuates treatment effects as well. Supported with evidence from our ongoing ADHD research program, this data-based review will support these contentions and provide implications for diagnosis and treatment of children with attention problems.

Language: en