Assessment and Management of Attention-Deficit/Hyperactivity Disorder: Pediatric Resident Perspectives on Training and Practice.

Attention-deficit/hyperactivity disorder (ADHD) is a common presenting concern in primary care. This study examined the relationship between pediatric residency training program characteristics and residents' ADHD knowledge, attitudes, and comfort in providing ADHD services. Given the familiarity that pediatric chief residents have with the training and experiences within their residency programs, a 30-item survey was mailed to pediatric chief residents. A total of 100 residents returned their surveys (response rate 49.5%) and were included in the descriptive quantitative and thematic qualitative analyses. The majority of participants rated their ADHD knowledge as at least average. However, approximately half of the participants were comfortable with screening, and less than half were comfortable with managing stimulant medication or behavioral treatments. Participants emphasized the importance of interprofessional collaboration, clinical experiences, and integrated ADHD education throughout training. These results emphasize the importance of improved training in screening, diagnosing, and managing ADHD to increase resident comfort regarding these practices.

A Systematic Review of ADHD Knowledge Measures and Their Psychometric Support.

OBJECTIVE: Attention-deficit/hyperactivity disorder (ADHD) knowledge is associated with reduced stigma, earlier identification, and increased intervention access. Several ADHD knowledge measures have emerged. However, the psychometric quality of these measures varies wildly, and a review of the current psychometric support for ADHD knowledge measures is lacking. METHODS: The current study is a systematic review of ADHD knowledge measures for the reported psychometric support and the populations in which they are validated. The databases PsycINFO, ERIC, and PubMed were searched using PRISMA guidelines for peer-reviewed publications using a direct ADHD knowledge measure for original data collection. An ancestral search and the inclusion of dissertations were used to reduce potential publication bias. Included articles were coded for psychometric support, population of interest, and validation sample characteristics. RESULTS: A total of 163 articles were identified, including a total of 96 ADHD knowledge measures. The majority of measures (71.8%) did not include adequate psychometric evidence to constitute an evidence-based measure. Within that, approximately a third of ADHD knowledge measures were not accompanied by any psychometric support. Many measures are designed for and validated in only one population. Most studies did not report racial and ethnic validation sample composition; among those that did, there is a lack of diversity. CONCLUSIONS: The lack of psychometric evidence for ADHD knowledge measures calls into question the current literature regarding ADHD knowledge, particularly related to racially and ethnically minoritized respondents with whom few measures have been validated. Implications for researchers and clinicians selecting an ADHD knowledge measure are discussed.

School-based autism evaluations in the COVID-19 era.

School psychologists play a critical role in school-based Autism (AU) evaluations. Evidence-based AU evaluations should be multimodal, include multiple informants, and assess functioning across several domains. In the current era of COVID-19, school-based AU evaluations have become increasingly complex with school psychologists having to significantly adapt face-to-face evaluation procedures and/or conduct evaluations via teleassessment approaches. This poses profound challenges for some families, many of whom are from vulnerable groups. In the current article, we outline school psychologists' traditional role in school-based AU evaluations and review best practice guidelines. We then discuss the impact of COVID-19 on these processes and provide a framework for school psychologists to use when conducting school-based AU evaluations during this unprecedented time. We also provide resources school psychologists may find useful as they conduct school-based AU evaluations during the COVID-19 pandemic. (PsycInfo Database Record (c) 2021 APA, all rights reserved).