Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neurobehavioral disorder affecting school-age children. Studies suggest that approximately 8–12% of children (9.2 in males and 3.0 in girls) meet diagnostic criteria for the clinical disorder of ADHD (Faraone, Sergeant, Gillberg, & Biederman, 2003). Approximately 40–70% of those diagnosed with ADHD will have persistent symptoms into adolescence and adulthood with substantial risk of job instability, mood and anxiety disorder, motor vehicle accidents and substance abuse. ADHD is characterized by various symptoms of inattention, and/or impulsivity and is conceptualized as a spectrum, with a range of severity from mild variation of normal behavior to a chronic and severe condition. ADHD affects the individual, the family, and society and can have negative impact on multiple areas of functioning (Wolraich, Hannah, Baumgaertel & Feurer, 1998, American Academy of Pediatrics, 2000). Children with the disorder often suffer from impaired interpersonal relationships with family and peers, academic underachievement and poor self-esteem (Goldman, Genel, & Bezman, & Slanetz, 1998). In addition, children with ADHD commonly exhibit other comorbid developmental and psychiatric disorders that may complicate the intervention plan (Table 6.1; Pliszka, 1998; Spencer, Biederman & Wilens, 1999).
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Zachor, D., Hodgens, B., Patterson, C. (2009). Treatment of Attention-Deficit/Hyperactivity Disorder (ADHD). In: Matson, J.L., Andrasik, F., Matson, M.L. (eds) Treating Childhood Psychopathology and Developmental Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-0-387-09530-1_6
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