Attention Deficit Hyperactivity Disorder Experience Research Articles

Menganalisis dan Mengidentifikasi Kesulitan Belajar Siswa ADHD di SMA Islam SHAFTA Surabaya

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children's learning patterns, characterized by inattention, hyperactivity and impulsivity. These symptoms can cause significant learning difficulties, impacting academic performance and social relationships. Understanding the challenges that students with ADHD experience is crucial for Educators and policy makers to create effective strategies. This research analyzes the learning difficulties of students with ADHD at SHAFTA Islamic High School, aiming to identify the challenges in the classroom and provide insights for appropriate educational tactics and provide motivation for everyone that providing the right support to ADHD students who experience learning difficulties can help these students to get the potential they have. The method used is qualitative data obtained through interviews with educators. This study emphasizes the importance of implementing tailored educational strategies and creating an inclusive learning environment, so that the population can improve the experience and academic outcomes of students with ADHD.

Loneliness in Adolescents with Attention Deficit Hyperactivity Disorder (ADHD)

Introduction: Attention deficit hyperactivity disorder is a disorder of children’s growth and development with neurodevelopmental disorders characterized by symptoms of inattention, hyperactivity, and impulsivity. ADHD in children can persist into adolescence in about 2.6% of the general population. About more than half of people with ADHD experience loneliness, a condition that is often not reported by patients but is evident in the negative emotions and behaviors they display. To explain the risk factors and impact of loneliness in adolescents with ADHD. Methods: Literature review. Results: The use of gadgets in today’s digital era increases the risk of increasing internet usage so that more contact is made online, which causes obstacles for adolescents in fostering social relationships and an increased risk of loneliness. Adolescents with ADHD have a negative assessment of themselves; they feel useless, lack confidence, and lack intelligence when compared to their peers. Economically, low-income family conditions and inappropriate parenting increase the risk of loneliness in ADHD adolescents. Adequate treatment will cause it to develop into other mental disorders such as anxiety, depression, defiant attitude disorder, and adolescent behavior disorder. Conclusions: Adolescents with ADHD are prone to experiencing loneliness. Parenting problems, family socioeconomics, past trauma, bullying, and several internal factors such as low self-confidence, insecurity, low adaptability, and lack of emotional control can cause loneliness. Keywords: ADHD, Adolescents, Loneliness, Mental Health, Psychological Well-Being

Thriving for Nothing? The Hidden Costs of Thriving for Employees With Attention Deficit Hyperactivity Disorder and Their Employers

ABSTRACTResearch has shown that thriving at work leads to positive outcomes for both organizations and employees. A critical element of thriving is self‐regulation, which enables employees to effectively manage their emotions and behaviors in alignment with their long‐term goals. However, there is a limited understanding of how employees experience thriving when self‐regulation is impaired. In this article, we integrate thriving theory and one of its central elements, self‐regulation, with research on attention deficit hyperactivity disorder (ADHD) which has shown that the condition is associated with reduced and sometimes severely impaired self‐regulation. Empirically, we explore how employees with ADHD experience thriving at work using a qualitative study of working individuals. In contrast to previous findings, our study uncovers a dark side of thriving for employees with ADHD, with negative consequences for their wellbeing and growth opportunities, and ultimately an increased likelihood of voluntary quitting. In our analysis, we explain why, despite an initial positive boost in productivity, thriving ends up being a harmful process for employees with ADHD. We argue that low self‐regulation, together with low self‐esteem and fear of failure, drive them to work excessively and neglect caring for themselves and their families. We develop recommendations for employees with ADHD and their companies to stop this negative downward spiral.

Breaking Down Barriers: Understanding Determinants of Exercise in Adults with ADHD Symptoms

AbstractAutonomous/intrinsic exercise motivation has been found to be negatively linked with Attention Deficit Hyperactivity Disorder (ADHD) symptomatology, but it is unclear how this might be expressed in terms of different determinants of exercise (barriers/facilitators) to Physical Exercise (PE). Additionally, ADHD symptomatology has been found to be linked with increased Exercise Dependence (ED) risk, meaning the relationship between these determinants of exercise and ED should also be considered. This cross-sectional study investigated the relationship between PE, ADHD symptoms, barriers/determinants of exercise, and ED. 362 participants (77.07% female) completed an online survey measuring: PE level (IPAQ-L); ADHD symptomatology (ADHD-RS-IV); subclinical ADHD diagnosis (ADHD-RS-IV); ED (EDS-R) and determinants of exercise (DPAQ). Significant differences were found in the levels of barriers to PE (Coping Planning; Emotion; Beliefs about Capabilities; and Motivation) between subclinical and Non-ADHD participants, with subclinical ADHD participants experiencing more. Additionally, significant positive correlations were observed between determinants of exercise and ED (Motivation; Beliefs about Capabilities; Skills; Emotion; Action Planning; Coping Planning; Goal Conflict; Social). Subclinical ADHD diagnosis did not significantly moderate the relationship between any of the determinants of exercise and PE level. These findings suggest that individuals with subclinical ADHD experience greater levels of certain barriers to exercise, which may need to be overcome or targeted in any potential PE based intervention. However, since some of these barriers were linked with ED risk, caution should be exercised to avoid increasing ED rates further.

Provision of digital health interventions for young people with ADHD in primary care: findings from a survey and scoping review

BackgroundPeople with attention-deficit hyperactivity disorder (ADHD) are at risk of negative health outcomes, with risks reduced through evidence-based treatments. Therefore, ensuring continued access to treatment for young people with ADHD, especially as they transition from child to adult services, is a priority. Currently many young people with ADHD are unable to access adequate care, with negative consequences for patients and their communities. Preliminary evidence suggests digital health interventions (DHIs) may act as an effective adjunct to usual care, helping overcome barriers to access, and improving outcomes by increasing understanding of ADHD as a long-term condition. The aim of this mixed methods study is to explore the healthcare information preferences of people with lived experience of ADHD in the primary care context and considers these in the light of the emerging body of literature on DHIs for ADHD. To explore this, a descriptive summary of cross-sectional survey responses was compared and discussed in the context of DHIs identified in a scoping review.ResultsDigital apps, followed by support groups, were deemed the most useful information resource types by survey respondents, but were the least currently used/provided. Over 40% participants indicated a preference for signposting to all resource types by their general practitioner (GP), suggesting that GPs are credible sources for ADHD healthcare information. The scoping review identified nine studies of DHI for ADHD, consisting of games, symptom monitoring, psychoeducation, and medication reminders, with limited evidence of effectiveness/implementation.ConclusionsPeople with ADHD state a preference for digital apps as an adjunct to usual care. However, these are currently the least provided information resource in primary care, indicating a key area for future development. The limited evidence base on DHIs for ADHD suggests combining digital apps and support networks, and utilising multimodal delivery methods may also enhance the delivery of healthcare information.

Learning and using multiple languages: Experiences of adults with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour. As part of a larger questionnaire, 59 participants with ADHD provided written responses, answering questions on how ADHD has influenced their learning and use of multiple languages. After a multiple-step classification process, three overarching topics were identified: (1) the effects of cognition on language learning and use; (2) how different language components and language modalities are affected by ADHD; and (3) what language learning strategies adults with ADHD apply. In our analysis, we present authentic quotes from individuals with ADHD and place them into the larger context of research on neurodivergence and L2 acquisition. Our results highlight the great heterogeneity in learning experiences and pathways in adults with ADHD. Interestingly, many respondents embrace their neurodiversity and develop individual strategies to enhance L2 proficiency. Our research aims to contribute to a better understanding of multilingualism within neurodiverse populations.

Clinical Accommodations for Children With Co-Occurring Developmental Language Disorder and Attention-Deficit/Hyperactivity Disorder

Purpose: Developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most prevalent disorders in school-age children and are likely to be co-occurring. However, speech-language pathologists (SLPs) may receive limited training regarding strategies for capitalizing on strengths and accommodating the needs of children with ADHD relating to challenges in attention, working memory, behavioral inhibition, and self-regulation in the clinical setting. Therefore, in this tutorial, we describe how the cognitive profile of children with DLD and ADHD may present in the therapy room and review strategies for adapting therapeutic approaches to fit the needs of children with ADHD neurotypes. Method: This tutorial includes a review of research related to linguistic, cognitive, and behavioral differences in children with co-occurring DLD and ADHD. Strategies for accommodations in the therapy room are discussed, and we present a case study to demonstrate how these accommodations can be implemented. Conclusions: SLPs can enhance the effectiveness of therapy for children with co-occurring DLD and ADHD with an awareness of the struggles that children with DLD and ADHD experience in the therapy room. Providing these children with the appropriate accommodations can alleviate difficulties due to neurodivergent traits related to working memory, sustaining and shifting attention, social–emotional perception, behavioral inhibition, and self-regulation that occur along with linguistic difficulties.

Being a Woman Is 100% Significant to My Experiences of Attention Deficit Hyperactivity Disorder and Autism: Exploring the Gendered Implications of an Adulthood Combined Autism and Attention Deficit Hyperactivity Disorder Diagnosis.

This article provides original insight into women's experiences of adulthood diagnoses of attention deficit hyperactivity disorder (ADHD) and autism. Research exploring experiences of adulthood diagnoses of these conditions is emerging. Yet, there is no research about the gendered experiences of an adulthood combined ADHD and autism (AuDHD) diagnosis. This article addresses this gap through interpretative phenomenological analysis of email interviews with six late-diagnosed AuDHD women revealing the complex interplay between late diagnosis, being a woman, and combined diagnoses of ADHD and autism. It underscores how gender norms and stereotypes contribute to the oversight and dismissal of women's neurodivergence. Interpretative phenomenological analysis reveals the inextricability of femininity and neurotypicality, the gendered burden, discomfort, and adverse consequences of masking, along with the adverse outcomes of insufficient masking. Being an undiagnosed AuDHD woman is a confusing and traumatising experience with profound and enduring repercussions. The impact of female hormones exacerbated participants' struggles with (peri)menopause often being a catalyst for seeking diagnosis after decades of trauma. The epistemic injustice of not knowing they were neurodivergent compounded this trauma. Diagnosis enabled participants to overcome epistemic injustice and moved them into a feminist standpoint from which they challenge gendered inequalities relating to neurodiversity. This article aims to increase understanding and representation of late-diagnosed AuDHD women's lived experiences. The findings advocate for trauma-informed pre- and post-diagnosis support which addresses the gendered dimension of women's experiences of being missed and dismissed as neurodivergent. There needs to be better clinical and public understanding of how AuDHD presents in women to prevent epistemic injustice.

Experience of CBT in adults with ADHD: a mixed methods study.

The National Institute for Health and Care Excellence (NICE) recommends Cognitive-Behavioural therapy (CBT) as the psychotherapeutic treatment of choice for adults with Attention Deficit Hyperactivity Disorder (ADHD) in the UK. However, the literature often refers to adapted CBT programs tailored for ADHD and provides limited insight into how adults with ADHD experience and perceive this form of treatment in routine clinical practice. This mixed-methods study aims to explore ADHD individuals' experience and perception of CBT delivered in routine clinical practice, to gain a better understanding of this treatment's helpfulness and perceived effectiveness. A survey (n=46) and semi-structured in-depth interviews (n=10) were conducted to explore the experience of CBT and its perceived effectiveness in managing ADHD. The interviews were analysed using thematic analysis and the survey was synthesised using descriptive narratives. The thematic analysis highlighted three key themes: difficulties with the CBT framework, difficulties with CBT therapists, and consequences of CBT. The survey highlighted similar findings. Participants described the CBT framework as, generic, rigid, and too short, and described the CBT therapist as unspecialised, unempathetic, and not sufficiently adapting CBT to ADHD-related difficulties. Overall, participants found non-adapted, generic CBT in the UK to be unhelpful, overwhelming, and at times harmful to their mental well-being. Therefore, it is necessary for clinical bodies in the UK, while following the indicated NICE guidelines, to be mindful of adapting CBT delivery of CBT, to be most effective for people with ADHD and to mitigate potential harm.

Research Review: Social cognition and everyday social skills in children and adolescents with attention-deficit/hyperactivity disorder: ameta-analysis of case-control studies.

Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD. The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983). Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68-0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46-0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08-1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions. Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).

Friendship matters—An interview study with adolescents with attention deficit hyperactivity disorder

Attention deficit hyperactivity disorder (ADHD) is a condition diagnosed in 5% of children and adolescents. This neurodevelopmental condition causes impaired academic, social, and occupational functioning. Adolescents with ADHD symptoms have lower health-related quality of life and children with ADHD have been described as having difficulties forming positive friendships. Therefore, the aim was to describe how 15–17-year-old adolescents with ADHD experience friendship with peers. A semi-structured interview study was conducted with twelve adolescents about their experiences of friendships. The adolescents were recruited from a Swedish psychiatry clinic. A qualitative content analysis was used. In the results, three main categories were constructed: "Bonding with Friends" underscores the importance of understanding, shared interests, and adaptability. The "One’s own role" category emphasises the dynamic interplay of self-perception and interpersonal behaviours in interaction with friends. The "How Friendship Matters" category describes the complex nature of friendships, involving both support and conflicts. The adolescents’ relationships improved with age, influenced by self-awareness, ADHD medication and support from adults. In conclusion, friendships play a crucial role in the well-being of the participants, providing vital support when navigating ADHD associated challenges. It is essential that the adolescents themselves, but also adults and healthcare providers, recognise and address their impulsivity issues and need for daily planning. We should assist adolescents in developing effective interaction strategies with friends. The study highlights the significance of friendships and peer support for the adolescents’ health and functioning.

Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB).

Adults with attention-deficit/hyperactivity disorder (ADHD) experience impairing levels of inattention and/or hyperactivity-impulsivity, while individuals without ADHD experience these symptoms to a lesser extent. Yet, ADHD self-report scales so far hardly captured continuous distributions across the general population. In addition, they focused on weaknesses and ignored strengths. To address these shortcomings, we present here the Strengths and Weaknesses of ADHD and Normal-Behavior Scale Self-Report (SWAN-DE-SB). The normal distribution of the data collected and the scale's internal consistency, and factorial and convergent validity were assessed using data from a general population sample. Its clinical utility was evaluated by comparing scores from a clinical sample and a sample of individuals without ADHD and by calculating optimal cut-off values for specificity and sensitivity. The SWAN-DE-SB demonstrated normal distribution of the data collected, high internal consistency, and factorial and convergent validity. It reliably discriminated individuals with and without ADHD, with high specificity and sensitivity. It should therefore be considered a psychometrically convincing measure to assess strengths and weaknesses of ADHD symptoms and normal behavior in clinical and general population samples.

An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study.

Deficits in social cognition in attention deficit hyperactivity disorder (ADHD) have been associated with difficulties in functioning. Since recognizing emotional facial expressions is essential for developing the perceptual components of the theory of mind (ToM), it is important to assess this relationship in children with ADHD. This study therefore compared the recognition of emotional stimuli and gaze patterns between children with ADHD and healthy children using eye-tracking with dynamic facial images. It also examined the relationship between facial emotion recognition accuracy, gaze patterns, ToM scores, and ADHD symptoms. Children with ADHD aged 8-13 (n = 47) and a control group (n = 38) completed a facial emotion recognition test, ToM tests, and the Conners' Parent Rating Scale. Participants' gaze patterns in response to dynamic facial emotion expressions were recorded using eye-tracking technology. Children with ADHD exhibited significantly lower accuracy in the recognition of the facial expressions of disgust and anger. The percentage fixation in the eye region was also significantly lower for happy, angry, sad, disgusted, and neutral emotions in the children with ADHD compared to the control group. No relationship was determined between the percentage of fixations on facial areas of interests and ADHD symptoms or ToM tests. This study provides evidence that children with ADHD experience deficits in visual attention to emotional cues. In addition, it suggests that facial emotion recognition deficits in children with ADHD represent a separate domain of social cognition that develops independently of ToM skills and core symptoms. Understanding and treating the social difficulties of individuals with ADHD may help improve their social functioning.

Sex Differences in ADHD: Review and Priorities for Future Research.

In childhood, attention-deficit/hyperactivity disorder (ADHD) is diagnosed three to 16 times more frequently in males compared to females, yet in adulthood, nearly equivalent numbers of males and females are diagnosed with ADHD. Relatively few studies have prioritized examination of sex differences in ADHD even though sex differences may have critical implications for the identification and treatment of ADHD in females and males. This review highlights current research on sex differences in ADHD across the lifespan that has emerged from cross-sectional and prospective longitudinal studies of youth, adult-ascertained samples, and registry studies. Accumulating research suggests that both males and females with ADHD experience widespread impairment across the lifespan. Some evidence of sex differences emerged, although effects have generally been modest in size. Continued research that includes females and males with ADHD is needed to clarify the nature of sex differences in ADHD. Research that focuses on equitable identification of ADHD in males and females, disentangles the effects of sex and gender, probes underlying mechanisms of sex differences, and addresses the clinical impact of sex differences in ADHD must be prioritized.

Primary care provision for young people with ADHD: a multi-perspective qualitative study.

Attention deficit hyperactivity disorder (ADHD) is a highly prevalent neurodevelopmental disorder. UK guidance states that primary care has a vital role in effective ADHD management, including referral, medication prescribing and monitoring, and providing broader mental health and wellbeing support. However, many GPs feel unsupported to provide health care for young people with ADHD. Inadequate health care is associated with rising costs for patients and society. To investigate the experiences of young people with ADHD accessing primary care in England, from the perspectives of people with lived experience of ADHD and healthcare professionals (HCPs). A qualitative study. Interviews were conducted with HCPs (GPs, practice managers, and a wellbeing worker) and people with lived experience of ADHD (young people aged 16-25 years and their supporters) located in integrated care systems across England. Semi-structured interviews were conducted with participants at five purposively selected general practices (varying by deprivation, ethnicity, and setting). Questions focused on experiences of accessing/providing health care for ADHD. Reflexive thematic analysis was undertaken within a critical realist framework to understand how provision works in practice and to explore potential improvements. In total, 20 interviews were completed with 11 HCPs and nine people with lived experience. Three themes were generated: a system under stress, incompatibility between ADHD and the healthcare system, and strategies for change in ADHD primary care provision. Standardisation of ADHD management in primary care, providing better information and support for HCPs, and advising on reasonable adjustments for people with lived experience could help improve access to effective treatments for young people living with ADHD.

Strengths and challenges to embrace attention-deficit/hyperactivity disorder in employment—A systematic review

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on psychosocial and occupational functioning. Sixty-five percent of children with ADHD continue to meet full or partial diagnostic criteria for ADHD in adulthood, and an estimated 4% of the workforce has a diagnosis of ADHD. We performed a systematic literature review to understand the experience of ADHD in the workplace. Articles were included in the systematic literature review if they reported results on employment outcomes of adults with ADHD. Methodological quality assessment was evaluated using the Mixed Methods Appraisal Tool. Seventy-nine studies were included in this systematic literature review ( nADHD = 68,275). Results were synthesized into four categories: challenges, strengths, adaptations, and sex differences. Eight themes were included: ADHD symptoms at work, workplace performance, job satisfaction, maladaptive work thoughts and behaviors, interpersonal relationships at work, personal strengths, embracing ADHD, person-environment fit, and accommodations and support. Workers with ADHD can adapt and thrive in employment with the right person-environment fit, and accommodations and support. Many challenges related to ADHD can be remodeled into assets in a workplace environment that promotes flexible working practices and openness to neurodiversity.

A Comparative Study of Social Information Processing and Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Typically Developing Children

Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder (ADHD) in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing (TD) children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions (BRIEF). Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.

Sleep IntervEntion as Symptom Treatment for ADHD (SIESTA)-Blended CBT sleep intervention to improve sleep, ADHD symptoms and related problems in adolescents with ADHD: Protocol for a randomised controlled trial

IntroductionAdolescents with attention deficit hyperactivity disorder (ADHD) experience a more disrupted sleep and more sleep problems compared with typically developing adolescents. This is particularly concerning, because disrupted sleep is related...

Emotional and sensory dysregulation as a possible missing link in attention deficit hyperactivity disorder: A review.

Attention Deficit Hyperactivity Disorder (ADHD) is a common developmental disorder affecting 5-7% of adults and children. We surveyed the literature to examine ADHD through three pillars: developmental characteristics, symptomatology, and treatment strategies. Firstly, in terms of developmental characterstics, early life stress may increase the risk of developing ADHD symptoms according to animal models' research. Secondly, the current core symptoms of ADHD are comprised of inattention, hyperactivity, and impulsivity. However, the up-to-date literature indicates individuals with ADHD experience emotional and sensory dysregulation as well, which early-life stress may also increase the risk of. Finally, we discuss the therapeutic benefits of methylphenidate on both the current core ADHD symptoms and the sensory and emotional dysregulation found in those with ADHD. In summation, we surveyed the recent literature to analyze (i) the potential role of early-life stress in ADHD development, (ii) the involvement of emotional and sensory dysregulation in ADHD symptomatology and finally, (iii) the therapeutic intervention with methylphenidate, aiming to reduce the potential effect of early life stress in ADHD, and mainly emotional and sensory dysregulation. The apparent but currently less recognized additional symptoms of emotional and sensory dysregulation in ADHD call for further investigation of these possible causes and thus increasing treatments efficacy in individuals with ADHD.

Working collaboratively with people with lived experience to map and co-create guidance on improving health services for people with attention deficit hyperactivity disorder (ADHD)

AbstractBackground: Attention deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and adolescents, with an average worldwide prevalence of 5%. Young people with ADHD experience poorer outcomes than their peers across multiple domains, with treatment shown to reduce these risks. Evidence shows that young people with ADHD can experience multiple challenges when seeking access to healthcare. Debates over how to tackle a ‘failure of healthcare’ for ADHD often include reorganisation of services, including better provision of adult ADHD services, and an expanded role for primary care. However, adult services remain patchy and primary care practitioners feel unsure about how to support young people at this vulnerable stage in their lives, reporting needs for more evidence-based guidance. There is also a lack of national level understanding of the different models, and pathways of care for young people with ADHD aged 16 to 25, hindering efforts to improve access to care and optimise outcomes for this underserved group. Research into this area needs to be guided by people with lived experience of ADHD and informed by perspectives from a range of stakeholders.Aim: To use collaborative research methods to provide an evidence-base by mapping current services. Then co-produce guidance to improve and better co-ordinate healthcare for young people aged 16-25 with ADHD.Methods: A national survey about mental health service provision for adults with ADHD (informed by people with lived experience) was developed and distributed. Evidence from this survey stimulated research into primary care service provision, consisting of three interlinked studies guided by research advisory groups of people with lived experience and healthcare professionalsDisclosure of InterestNone Declared