Understanding Of Attention Deficit Hyperactivity Disorder Research Articles

Attention-deficit/hyperactivity disorder in children with epilepsy: A systematic review and meta-analysis of prevalence and risk factors.

To evaluate the prevalence of and risk factors for attention-deficit/hyperactivity disorder (ADHD) in children with epilepsy (CWE). We conducted a systematic search in PubMed and Embase for the meta-analysis. The pooled prevalence of ADHD was calculated using a random-effects model; subgroup analyses were performed to explore heterogeneity. We collected raw data from articles reporting potential risk factors, which were included in the subsequent risk factor analysis. Forty-six articles met the inclusion criteria for the meta-analysis, which showed a pooled ADHD prevalence of 30.7% in CWE, with a predominance of the inattentive subtype of ADHD; the heterogeneity of prevalence was related to population source/study setting (clinic based, community based, or database based) and method of ADHD diagnosis (with or without clinical review). Risk factors for ADHD in epilepsy included younger age, intellectual/developmental disabilities, a family history of epilepsy, earlier epilepsy onset, absence epilepsy, more frequent seizures, and polytherapy; In contrast, risk factors such as sex, generalized epilepsy or seizures, epilepsy etiology, and electroencephalogram abnormalities were not significantly associated with the occurrence of ADHD. The prevalence of ADHD in CWE is high and several potential risk factors are associated with it. This study contributes to a better understanding of ADHD in epilepsy for screening and treatment. This systematic review summarizes the prevalence of attention-deficit/hyperactivity disorder (ADHD) occurring in children with epilepsy and analyses the risk factors for comorbid ADHD in epilepsy. By reviewing 46 articles, we concluded that the overall prevalence of ADHD in children with epilepsy was 30.7% and that intellectual/developmental disabilities were the most significant risk factor for combined ADHD in children with epilepsy. This study provides a wealth of information on comorbid ADHD in epilepsy, which will help clinicians identify and treat potential ADHD in children with epilepsy in a timely manner.

Quantitative electroencephalography in children with attention deficit hyperactivity disorder and healthy children: Behavioral and age correlates

This pilot study aimed to identify quantitative electroencephalographic (qEEG) biomarkers for children and adolescents with attention deficit hyperactivity disorder (ADHD). We examined whether qEEG power correlates with the behavioral symptoms. We included 89 children with ADHD and 77 healthy children as a control group. We conducted EEG spectral analysis in the eyes-closed and eyes-opened conditions and compared the findings with a normative database (Human Brain Index). We measured behavioral parameters by using scales proposed by Barkley. The findings revealed an age-dependent decrease in qEEG power in children with ADHD. We found significant discrimination between children with ADHD and healthy children in the theta/beta ratio and theta activity in the frontal area. We found a notable increasing trend in beta activity across two age groups (6–10 years and > 10 years). Correlation analysis showed an association between qEEG power and hyperactivity in younger children with ADHD, while theta activity in the frontal region correlated positively with hyperactivity. The qEEG power of children with ADHD decreased gradually as age increased, and these changes were related to their symptoms. This pilot study suggests that qEEG differences between children with ADHD and healthy children may serve as a sensitive diagnostic tool, depending on the child’s age. Further research building upon these findings could deepen our understanding of ADHD and its neural correlates.

A mixed-methods study of Indian mothers assessing the effect of the lockdown on the understanding of ADHD in their child and the burden experienced.

Attention deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed developmental disorders and is common among referrals to child guidance clinics. This study aimed to study the impact of the lockdown during the coronavirus disease 2019 (COVID-19) pandemic on the mother's understanding of ADHD and the burden faced by her. A mixed-methods design with a combination of a qualitative and quantitative approach was adopted. An in-depth in-person semi-structured interview with the participant's mother was conducted. The qualitative and quantitative part of the study consisted of burden assessment by the Zarit Caregiver Burden Scale. The responses were transcribed, and themes were identified. As far as understanding the disorder was concerned, the major themes identified were "Knew about the child's problems from teachers but online schooling made me see the child's issues in person" and "Knew about the illness but more time led to bonding and understanding the child." When questioned about the burden faced, the major themes that evolved were "Increased exhaustion taking care of a child 24/7" and "Increased burden as one felt angry and irritated with the child, the school, and the family." The Zarit caregiver questionnaire revealed a statistically significant difference in the burden of care before and after the pandemic, with a greater number of mothers falling in the mild to moderate and severe categories of burden. The COVID-19 pandemic increased the caregiver burden for mothers of children with ADHD. Their understanding of their child's disorder increased significantly as they could spend more time and devise different ways and means of helping their child in academics and other areas.

Teachers’ Perceptions and Practices Towards Inclusive Education for Children with ADHD in Scotland: A Qualitative Investigation

ABSTRACT Limited qualitative research has examined teachers’ understanding of Attention Deficit/Hyperactivity Disorder (ADHD), their attitudes towards the inclusion of children with ADHD in mainstream schools and how they support such learners . To address this, the current study used qualitative methodology to examine teachers’ understanding of ADHD, their attitudes towards inclusion and their inclusive behaviours for children with ADHD. Semi-structured interviews were conducted with teachers (n = 10) working in 10 Scottish schools. A thematic analysis identified four themes: ADHD Existence and Importance; Girls Go Under the Radar; The Impact of Limited Training; Working Inclusively. Teachers’ perceptions may impact upon ADHD diagnosis and successful inclusion. The findings suggest the need for training to educate teachers about the causes of ADHD and the role of gender in symptoms. Classroom teachers should have access to more support to help them work successfully with children with ADHD. The study provides recommendations for teacher education and professional development surrounding ADHD.

Sensitive Child, Disturbed Kid: Stigma, Medicalization, and the Interpretive Work of Israeli Mothers of Children with ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a rapidly globalizing medical category, and there is a need to attend to the on the-ground processes through which laypeople deploy the ADHD label in different local contexts. Based on in-depth interviews with Israeli mothers of children with ADHD, this article explores how mothers, as lay actors in the social field of diagnosis, interpreted the origins and meanings of their child's 'troubles'. The temporal perspective on mothers' meaning-making processes revealed a progression of four common phases through which mothers revisited their understanding of ADHD, and recast their own responsibilities and moral roles. We found that mothers' self-understanding was crucially impacted by the invisibility of the disability and the fact that diagnosis did not fully relieve them from blame for their children's stigmatizing behavior. While not all mothers accepted the validity of the diagnosis, participating in the medicalization of their child's condition allowed them to reach similar pragmatic and narrative goals. We discuss the cultural and institutional features of the Israeli ADHD landscape that shape mothers' narratives of their children, and their relations with expertise. We point to a culturally unique framing of children with ADHD in Israel as those characterized by emotional vulnerability and risk of social exclusion.

The understanding and managing adult ADHD programme: A qualitative evaluation of online psychoeducation with acceptance and commitment therapy for adults with ADHD

Acceptance and commitment therapy (ACT) for attention-deficit/hyperactivity disorder (ADHD) is a new and emerging area that may be helpful for adults with ADHD in promoting psychological well-being. The Understanding and Managing Adult ADHD Programme (UMAAP) is an online intervention that combines psychoeducation with ACT. Forty-nine participants provided qualitative feedback on their experiences through open-ended questions in an online survey distributed after they completed UMAAP. Thematic analysis was used to develop four themes. ‘An epiphany of awareness’ and ‘accepting and affirming ADHD’ highlighted the intervention's outcomes and showed UMAAP appears to increase self-acceptance and understanding of ADHD. ‘Too much for an introductory programme’ suggested that UMAAP could be overwhelming for some participants, while ‘the nature of being an online intervention’ explored the costs and benefits of being conducted online. Overall, participants experienced psychoeducation with ACT as positively impacting their outlook of themselves and their relationship with their thoughts and behaviours. Findings also highlight elements that may need to be adapted to better suit adults with ADHD.

Assessing Knowledge, Attitude, and Practice Regarding Attention-deficit Hyperactivity Disorder Children among Dentists in Gujarat - An Electronic Cross-sectional Survey

Introduction: Attention-deficit hyperactivity disorder (ADHD) is a complex neurobiological disorder that affects children and is characterized by lack of attention, impulsive behavior, and hyperactivity. Through this study, we measured the level of perception of dentists to ADHD. Methodology: A survey questionnaire was sent to 380 IDA members in the Gujarat branch as part of a cross-sectional study. The first part of the survey includes demographic data about the participants, then questions about ADHD knowledge and management. The data were uploaded into a computer and evaluated with SPSS software. The level of significance was set at P = 0.05, and any value below or equal to 0.05 was deemed statistically significant. Results: The participants had a good knowledge of ADHD; however, dental practitioners need to be more aware of dealing with such patients. The majority of participants lacked the necessary expertise to treat them, but they were still ready to provide dental treatment to people with ADHD as part of their dental practice. There was a significant correlation between work experience and years of practice. Conclusion: Appropriate training should be provided to dentists so they can treat patients with ADHD. To raise dentists’ understanding of ADHD, well-planned programs and explicit policies should be developed using the current findings.

A qualitative and quantitative study of self-reported positive characteristics of individuals with ADHD.

Research in Attention-deficit/hyperactivity disorder (ADHD) has had a clear focus on treatment and the dysfunction in specific situation associated with the condition. However, self-report, observational and anecdotal evidence indicates that there are also positive aspects associated with ADHD. Research on the potential positive features in individuals with an ADHD diagnosis is still limited, especially studies with larger representative samples. Here we performed qualitative research to identify positive aspects and strengths associated with ADHD in a large convenience sample from the Dutch organization for people with ADHD, dyslexia and dyscalculia. We sent out open-ended questionnaires to the members of the organization, asking what they consider to be positive aspects of their ADHD. From the responses of individuals with ADHD (n = 206), we extracted 116 codes, which were assigned to thirteen subthemes, which in turn led to five themes. These themes were: Creativity, Being dynamic, Flexibility, Socio-affective skills, and Higher-order cognitive skills. Core symptoms of ADHD such as impulsivity and hyperactivity were also considered positive aspects of ADHD by a minority of participants. After showing our results to a group of additional individuals with ADHD (focus group) they confirmed the identified positive aspects of ADHD. They also helped us with the interpretation of our findings and mentioned certain positive aspects to be a consequence of living with ADHD (being open minded and being honest). In conclusion, experiencing positive aspects seems to be common in ADHD as almost all participants reported positive aspect of ADHD, these aspects cover many different domains. Awareness about ADHD's strengths might help individuals with ADHD and their environment to better cope with, accept or embrace their diagnosis and for example make educational or occupational choices that fit them well. To incorporate these positive aspects in the understanding of ADHD, future research should focus on quantifying strengths in ADHD, and on investigating the link between these aspects and clinical characteristics and how this new knowledge can be implemented in psychoeducation and find its way to education and occupational settings.

Promising Developments in the Use of Induced Pluripotent Stem Cells in Research of ADHD.

Although research using animal models, peripheral and clinical biomarkers, multimodal neuroimaging techniques and (epi)genetic information has advanced our understanding of Attention-Deficit Hyperactivity Disorder (ADHD), the aetiopathology of this neurodevelopmental disorder has still not been elucidated. Moreover, as the primary affected tissue is the brain, access to samples is problematic. Alternative models are therefore required, facilitating cellular and molecular analysis. Recent developments in stem cell research have introduced the possibility to reprogram somatic cells from patients, in this case ADHD, and healthy controls back into their pluripotent state, meaning that they can then be differentiated into any cell or tissue type. The potential to translate patients' somatic cells into stem cells, and thereafter to use 2- and 3-dimensional (2D and 3D) neuronal cells to model neurodevelopmental disorders and/or test novel drug therapeutics, is discussed in this chapter.

The conceptual and diagnostic importance of ADHD-related impairment: a Commentary on Arildskov etal. (2021).

Arildskov etal. (2021) provide compelling evidence regarding the importance and nature of functional impairment in advancing diagnostic assessment and treatment of attention-deficit/hyperactivity disorder (ADHD). Their findings indicate that (a) ADHD is dimensional for both symptom severity and impairment, (b) symptoms and impairment are related but separate constructs, (c) diagnostic assessment should focus equally on symptoms and impairment, and (d) the symptom threshold for ADHD diagnosis is arbitrarily defined with respect to presence of impairment. Results from this study can be extended to raise the profile of functional impairment in research and clinical practice in terms of diagnostic assessment, treatment outcome measurement, improvements to diagnostic systems, and advancements in our understanding of ADHD as a disorder.

‘Medicating my son to heal my wife and compromise with school’: paternal accounts of attention-deficit/hyperactivity disorder (ADHD) and medication in Hong Kong

ABSTRACT The diagnosis and medicalisation of children with attention-deficit/hyperactivity disorder (ADHD) has increased rapidly both in Hong Kong and worldwide. Prevailing research on parental perspectives on ADHD medication has a gender bias that reports mainly mothers’ perspectives. This article reports on an exploratory study investigating the lived experiences and perspectives of Chinese fathers of school-aged children diagnosed with ADHD on ADHD and medication. Investigation of fathers’ perspectives through a socio-cultural lens expands biomedically-based knowledge and understanding of ADHD, providing insights into the development of culturally-sensitive and gender-responsive family intervention for social workers and mental health professionals to assist parents in negotiating parenting issues concerning their children with ADHD.

Normalization of increased retinal background noise after ADHD treatment: A neuronal correlate

Inattention, distractibility, and problems inhibiting irrelevant information impose a large disease burden in attention deficit hyperactivity disorder (ADHD). Problems with cognitive function are found in many major psychiatric disorders, and our understanding of ADHD might add to our knowledge of other neuropsychiatric disorders. Despite the high impact of ADHD, the pathophysiology and the mechanism of treatment action remains poorly understood. Increasing evidence suggests that elevated neuronal and retinal background noise plays a prominent role in ADHD. However, the effect of treatment (e.g., methylphenidate) on noise remains unclear. For this study, retinal background noise was assessed with the pattern-electroretinogram (PERG) in 20 drug-naïve adults with ADHD before and after treatment with methylphenidate and in 21 control subjects. Background noise was identified using the Fourier magnitude at frequencies adjacent to the stimulus-response frequency of 12.5 Hz. At baseline, we found an elevated retinal background noise in ADHD patients (Mdn = 0.079 μV) compared to controls (Mdn = 0.062 μV; z = −2.79, p = 0.016, r = −0.44). The noise in the ADHD group decreased significantly at follow-up after treatment with methylphenidate (Mdn = 0.069 μV, z = −2.39, p = 0.035, r = −0.39) while there was no change in the control group. PERG-based retinal noise is increased in adult ADHD and normalizes along with clinical symptoms following treatment with methylphenidate. The retinal noise level might be a promising marker of ADHD in clinical and basic research and illustrates the biological match with nonhuman ADHD models.

Attention Deficit Hyperactivity Disorder (ADHD) in the Prison System.

To examine recent advances in the understanding of attention deficit hyperactivity disorder (ADHD) among the prison population. Efforts have been made to develop useful tools for assessing ADHD among prisoners. Prisoners with ADHD demonstrate incremental vulnerability due to comorbid psychiatric disorders, neurodevelopmental disorders and traumatic brain injury. Compared with prisoners without ADHD, prisoners with ADHD become involved in the criminal justice system at a younger age and have higher rates of recidivism in adulthood. Recent studies demonstrate the effectiveness of extended release stimulant medication and psychological interventions. Early identification and treatment of prisoners with ADHD have the potential to demonstrate health economic benefits. Our understanding of ADHD among prisoners continues to develop. However, further research is needed, particularly among neglected groups such as females. Much more attention is needed by the prison service to engender better outcomes for this at-risk population.

Diagnosis of Attention Deficit Hyperactivity Disorder by Using MR Imaging and Radiomics: A Potential Tool for Clinicians.

Diagnosis of Attention Deficit Hyperactivity Disorder by Using MR Imaging and Radiomics: A Potential Tool for Clinicians.

El TDHA a través de narraciones ilustradas

This proposal represents an attempt to contribute to the educational needs of those children in Infant Education who show a behaviour pattern consistent with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), from a precautionary perspective, stimulating analysis of and reflection on certain behaviours through the narrative genre, given the educational value of the latter at this stage. Pupils in Infant Education are at a maturitive stage when they demonstrate a natural fascination for listening to stories. We present a proposal based on illustrated narratives, designed and produced by students of the degree in Infant Education at the University of CEU Cardenal Herrera. These narratives not only provide role models through identification with the characters, but they are also a tool for learning about and understanding of ADHD.

Life Span Studies of ADHD-Conceptual Challenges and Predictors of Persistence and Outcome.

There is a renewed interest in better conceptualizing trajectories of attention-deficit/hyperactivity disorder (ADHD) from childhood to adulthood, driven by an increased recognition of long-term impairment and potential persistence beyond childhood and adolescence. This review addresses the following major issues relevant to the course of ADHD in light of current evidence from longitudinal studies: (1) conceptual and methodological issues related to measurement of persistence of ADHD, (2) estimates of persistence rate from childhood to adulthood and its predictors, (3) long-term negative outcomes of childhood ADHD and their early predictors, and (4) the recently proposed new adult-onset ADHD. Estimates of persistence vary widely in the literature, and diagnostic criteria, sample characteristics, and information source are the most important factors explaining variability among studies. Evidence indicates that ADHD severity, comorbid conduct disorder and major depressive disorder, and treatment for ADHD are the main predictors of ADHD persistence from childhood to adulthood. Comorbid conduct disorder and ADHD severity in childhood are the most important predictors of adverse outcomes in adulthood among children with ADHD. Three recent population studies suggested the existence of a significant proportion of individuals who report onset of ADHD symptoms and impairments after childhood. Finally, we highlight areas for improvement to increase our understanding of ADHD across the life span.

Commentary: Insights from across diagnostic boundaries: ADHD in the RDoC era--a commentary on Scerif and Baker (2015).

Unbiased genomewide association studies of tens of thousands of individuals are transforming our understanding of the origins and structure of psychopathology across the lifespan. Together with findings from epidemiology and cognitive neuroscience, these recent molecular genetic studies underscore the importance of studying phenotypes across as well as within conventional psychiatric diagnoses in order to construct a more pathophysiologically grounded taxonomy from the bottom up. Such efforts, promoted by NIMH's Research Domain Criteria (RDoC) framework, are critical to developing more accurate models of the risk mechanisms that are shared and distinct across various psychopathologic outcomes. In turn, these models could reveal new treatment targets and early intervention opportunities. In their article in the 2015 JCPP Annual Research Review, Scerif and Baker remind us that bottom‐up insights into psychiatric illness might also be gained by examining specific genetic disorders that often fall within the purview of pediatrics and neurology. These authors note high rates of symptoms of attention‐deficit hyperactivity disorder (ADHD) in syndromes with known and often monogenic genetic causes (e.g. Fragile X) and suggest that studying the ADHD‐like phenomena in these conditions may provide insight into ADHD itself. This commentary highlights themes from Scerif and Baker's review that overlap with the core tenets of RDoC and notes their significance for advancing our understanding of ADHD in the coming years. It concludes by suggesting ways in which further attention to the RDoC framework could also enhance Scerif and Baker's agenda.

Considerations About Psychological Development of Children With ADHD (Attention Deficit Hyperactivity Disorder)

Piaget’s theory of psychological development can contribute to a better understanding of ADHD (attention deficit hyperactivity disorder). The assumption is that children with ADHD present deficits in the development of the construction of operational notions, such as space-time conceptions and causality. Sixty-nine children (aged 6 to 12) were divided into two groups: children with ADHD and children without diagnosis. According to Piaget’s clinical interview, Piagetian tasks were applied. The clinical sample was sub-divided into children who used methylphenidate and non-medicated children. ADHD children showed a tendency to response and reasoning considered most common at developmental levels inferior to the comparison group. Regarding the use of methylphenidate, there was no significant difference of performance between the subgroups. Results may be indicative that the deficits relate mainly to structuring aspects of thinking, and not to performance. Theoretical and practical implications were discussed.

Attention-deficit/hyperactivity disorder (ADHD) and high risk behaviors.

High risk behaviors (HRBs) can impact public health. HRB refers to any kind of behavior or reaction that can potentially harm psychological biological aspects of an individual. These behaviors are hazardous to several areas of human development which include: health, performing duties or tasks commensurate with developmental stage, playing expected social roles, learning the skills, feeling competent adequate, preparation for doing tasks (1). Prevalence correlates of HRBs vary in different population groups. One of the ‘at-risk’ groups is people with Attention-Deficit/Hyperactivity Disorder (ADHD). Almost hundred years ago, ADHD was described as a childhood disorder (especially in boys) called hyperactivity. Nearly six decades later, the minimal brain damage minimal brain dysfunction were replaced with hyperactivity. With the introduction of attention deficit as the central feature of this disorder, a significant change occurred in the approaches of etiology diagnosis of ADHD (2). Currently ADHD is diagnosed according to DSM-IV. Introducing diagnostic criteria subtypes of ADHD (inattentive, hyperactive combined subtypes) by APA (3), increased the convergence diagnosis provided more appropriate frameworks for the studies on ADHD. The prevalence of ADHD is estimated at about 8-13% (4). Approximately 70% of children diagnosed with ADHD have the symptoms in adolescence (5), a high percentage of these symptoms continue into adulthood (6). The prevalence of ADHD in adults is reported about 4.5% (7, 8). People with ADHD, suffer from social interpersonal problems. Inattention hyperactive/impulsive behavior can cause social problems in this population (9), thus, People with ADHD suffer from more social interpersonal problems. Compared with impulsive group, inattentive group is associated with less aggressive behaviors, conduct disorder oppositional defiant behavior (10). Tobacco drug usage (11), smoking (12), are more common among children adolescents with ADHD. The age of onset of smoking in people with ADHD is lower than those without a diagnosis of ADHD (13). In addition, there is a relationship between ADHD high-risk driving (14). A study on 18-26 years old people with ADHD without ADHD has shown that men with ADHD symptoms in childhood have experienced sexual activity intercourse at a younger age had more sexual partners (15), accident adverse consequences of driving (14, 16). Symptoms of ADHD, in general, its comorbidity with other disorders (e.g. depression, phobias, substance abuse, dysthymia) can increase probability of performing HRBs, but these are not the only determinants of high risk behaviors. Overall, ADHD patients have major problems in decision-making, executive functioning social cognition. Their decision-making in ambiguous situations has the same features of intuitive-existential decision-making (17). Also, the consequences of the decisions are not processed, not applied in their decision- making. Additionally, people with ADHD are concerned with the anticipated reward of risk-seeking behavior prefer these aspects (18). They also suffer from impairments in executive functions so their rational-analytical system is also disrupted. Some executive functions may be impaired in ADHD such as response inhibition, working memory, set shifting and interference control (18). In a review of the studies done over a period of 30 years by Uekermann et al. found that ADHD is associated with deficit in social cognition (e.g., face perception, emotional prosody perception (19). Deficit in social cognition on one hand increases the probability of HRBs on the other causes the reduced effects of treatment, particularly on depression alcoholism, these disorders have high comorbidity with ADHD (20). Although our understanding of ADHD its association with HRBs has increased by the conducted research, there are still questions issues regarding to hereditary, neuropsychological, developmental, environmental, psychological, social factors of ADHD which should be studied further. Some of the major issues in this regard are listed below. 1- The interaction of genetic environmental factors in the development of ADHD. 2- The development of brain networks circuits associated with ADHD symptoms, impaired executive functions social cognition of people with ADHD. 3- Deficits in executive function as a general capacity also its components how executive functions relate to HRBs in children adults. 4- Studying the effectiveness of drug treatments psycho-social interventions on executive functions improving the deficit of social cognition depending on ADHD subtypes developmental stage of the patients. 5- Impact of parenting styles cultural-social factors on development maintenance of ADHD symptoms with HRBs, the impact of ADHD on parental behaviors. 6- The role influence of different situations emotional states in decision-making of people with ADHD.

1709 – Parents’ perceptions of adolescents with attention deficit hyperactivity disorder

Attention Deficit Hyperactivity Disorder (ADHD) is characterized by symptoms of inattention, hyperactivity and impulsivity. Arises in childhood and can persist throughout adulthood, and may cause difficulties in personal, academic, familiar, social and professional life areas of the individual. To know and describe the parents’ perceptions of teenagers with ADHD about this disorder. To assist in the understanding of ADHD in adolescence. Oral thematic research with parents of adolescent assisted in a Child and Adolescent Psychiatric Clinic of Ribeirão Preto Medical School Hospital of the University of São Paulo, Brazil. The semi-structured interviews were performed with 5 families at their residences. The analysis of parents’ narratives identified two categories: “living with a teenager with ADHD” and “adolescent with ADHD in school context”. Parents realize that they, as well as, school professionals have difficulties in dealing with the adolescent with ADHD. Recognize that since childhood their children manifest different behaviors. They mentioned lack of knowledge, information and guidance related to this disorder. They were concerned about the future of these young people and the discrimination they suffer. Social and family relations established with the adolescents with ADHD can be characterized by constant conflicts. It is necessary to offer support and guidance to parents, with the joint participation of health care and education professionals. The approaches must be constantly evaluated to its improvement and adequacy, following the different phases of young people's development.