The Development and Content Validation of a Clinical Screening Scale to Identify Attention-Deficit Hyperactivity Disorder Cases Based on the Gender Perspective: An e-Delphi Study.

BACKGROUND: Although many studies analyse gender differences in the clinical expression of Attention-Deficit Hyperactivity Disorder (ADHD) and prevalence studies show that girls with ADHD are underdiagnosed, there are no instruments that are sensitive to the detection of girls with ADHD. OBJECTIVE: The objective of this study is to develop a self-report early detection instrument for boys and girls with ADHD aged 7 to 16, which includes the gender perspective and is sensitive to the detection of girls with ADHD. METHODS: The scale was developed and the items that comprised it were created from the thematic analysis of ADHD and its evaluation in children based on the diagnostic criteria of the DSM-5-TR. A modified e-Delphi method involving a three-round web survey was used to establish a consensus on the content of the scale. Ten experts were recruited to form a professional panel. The panel members were asked to assess the differential symptomatology of ADHD in boys and girls, the dimensions to be evaluated, and the importance of scale items to evaluate the content. RESULTS: A consensus was reached regarding 13 total items distributed in three dimensions: inattention; hyperactivity/impulsivity; and, a third dimension, internalisation, which includes symptoms most present in the expression of ADHD in girls. CONCLUSIONS: To the best of our knowledge, the development of this scale using the Delphi method is the first specific scale used for identifying ADHD that also addresses the gender perspective and the differential symptomatology between boys and girls. However, we must proceed to the analysis of psychometric properties, as the scale requires an exhaustive study of its reliability and validity. We can anticipate that this scale will provide relevant and reliable information that can be used for the identification of ADHD in both boys and girls.

Is psychological treatment efficacious for attention deficit hyperactivity disorder (ADHD)? Review of non-pharmacological treatments in children and adolescents with ADHD.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is the most prevalent psychiatric disorder in children and adolescents, and has a great impact on the psychological development of affected patients. Even though its efficacy is proven, the use of medication for ADHD has several limitations, and non-pharmacological interventions are considered a necessary component of treatment. METHODOLOGY: This work is a review of evidence-based non-pharmacological treatments with demonstrated efficacy for ADHD in children and adolescents, analyzed by age groups. RESULTS: Non-pharmacological treatments that have shown scientific evidence of efficacy are psychological and psychoeducational interventions. Psychological interventions include behavioral therapy, parent training (PT) and social skills training. Psychoeducational interventions include a set of practices to improve learning and are carried out in the school setting. Scientific evidence of efficacy in preschool children is limited to PT, while different psychological and psychoeducational interventions have been shown to be beneficial in school-age children. The available evidence for non-pharmacological treatment in adolescence is so far insufficient. CONCLUSIONS: Though more randomized controlled trials are necessary for non-pharmacological interventions to become established practices, there are clear indications of their efficacy. For more severe cases of ADHD, a combination of non-pharmacological and pharmacological treatment is recommended.

¿Es el tratamiento psicológico eficaz para el trastorno por déficit de atención con hiperactividad (TDAH)? Revisión sobre los tratamientos no farmacológicos en niños y adolescentes con TDAH / Is psychological treatment effi cacious for attention deficit hyperactivity disorder (ADHD)? Review of non-pharmacological treatments in children and adolescents with ADHD

Introducción: El trastorno por déficit de atención con hiperactividad (TDAH) es el trastorno psiquiátrico más prevalente en la edad infanto-juvenil, y tiene un gran impacto sobre el desarrollo psicológico de los niños afectados. Aunque su eficacia está comprobada, el uso de la medicación para el TDAH tiene varias limitaciones, y las intervenciones no farmacológicas se consideran un componente necesario del tratamiento. Metodología: El presente trabajo es una revisión de los tratamientos no farmacológicos basados en la evidencia que han demostrado eficacia para el TDAH en niños y adolescentes, analizados por grupos de edad. Resultados: Los tratamientos no farmacológicos que han mostrado evidencia científica de su eficacia son las intervenciones psicológicas y psicopedagógicas. Las intervenciones psicológicas incluyen la terapia de conducta, el entrenamiento para padres (EP) y el entrenamiento en habilidades sociales. Las intervenciones psicopedagógicas incluyen un conjunto de prácticas para mejorar el aprendizaje que se realizan en el contexto escolar. La evidencia científica de eficacia para niños de edad preescolar se circunscribe al EP , mientras que diferentes intervenciones psicológicas y psicopedagógicas han demostrado ser beneficiosas para los niños de edad escolar. La evidencia disponible sobre el tratamiento no farmacológico en la adolescencia es todavía insuficiente. Conclusiones: Aunque son necesarios más ensayos controlados aleatorizados para que las intervenciones no farmacológicas se conviertan en prácticas establecidas, existen indicaciones claras de su eficacia. En los casos más graves de TDAH se recomienda el tratamiento no farmacológico combinado con la medicación(AU)

Introduction: Attention deficit hyperactivity disorder (ADHD) is the most prevalent psychiatric disorder in children and adolescents, and has a great impact on the psychological development of affected patients. Even though its efficacy is proven, the use of medication for ADHD has several limitations, and non-pharmacological interventions are considered a necessary component of treatment. Methodology: This work is a review of evidence-based non-pharmacological treatments with demonstrated efficacy for ADHD in children and adolescents, analysed by age groups. Results: Non-pharmacological treatments that have shown scientific evidence of efficacy are psychological and psychoeducational interventions. Psychological interventions include behavioural therapy, parent training (PT) and social skills training. Psychoeducational interventions include a set of practices to improve learning that are carried out in the school setting. Scientific evidence of efficacy in preschool children is limited to PT, while different psychological and psychoeducational interventions have been shown to be beneficial in school-age children. The available evidence for non-pharmacological treatment in adolescence is so far insufficient. Conclusions: Though more randomized controlled trials are necessary for non-pharmacological interventions to become established practices, there are clear indications of their efficacy. For more severe cases of ADHD, a combination of non-pharmacological and pharmacological treatment is recommended(AU)

Algoritmos de derivación del TDAH: Consenso Geitadh / ADHD Algorithms for clinical pathways: GEITDAH consensus

El grupo de especial interés en TDAH (GEITADH) expone en este artículo su consenso sobre algoritmos de derivación en la asistencia para el paciente afecto de TDAH. Es un diseño sencillo realizado por un amplio número de profesionales de toda España con el objetivo de poder ser adaptado a necesidades asistenciales locales. Se revisan también otros algoritmos con influencia nacional

The Spanish Especial Interest Group on ADHD (GEITDAH) presents in this article its consensus on pathways for attending ADHD patients. This is a clear and simple consensus in order to facilitate the development of local algoritms inspired on it. Some ADHD algorithms used in the Spanish Health Services are reviewed