Attention-deficit/Hyperactivity Disorder (ADHD)

The increasing sophistication of research methods developed to study ADHD promises not only to enhance knowledge about this disorder but also to advance the field of developmental psychopathology more generally.

Abstract

ADHD is a pervasive, persistent, and perplexing disorder. It occurs in 3–5 percent of children, more often boys than girls, and in all cultures. For many, ADHD is chronic, continuing into adolescence and adulthood. Multiple domains of functioning are affected, and coexisting disorders are common. Rather than a deficit in basic skills, ADHD is a disorder of modulation. In both task and social settings, there are difficulties sustaining effortful problem-solving and integrating information over time and context. There is strong evidence of biological causation, with psychosocial factors influencing characteristics, course, and treatment response. Stimulant pharmacotherapy continues to be the most effective single treatment, and ongoing research is assessing the benefits of multimodal interventions that blend behavioral, psychosocial, and pharmacological therapies. Despite the fact that ADHD is one of the most extensively studied psychological dysfunctions, it remains one of the most controversial. Questions and concerns have surfaced about the accelerating diagnosis and prescription rates, the boundaries and subtypes of the disorder, and the goals and outcomes of treatment. The increasing sophistication of research methods developed to study ADHD promises not only to enhance knowledge about this disorder but also to advance the field of developmental psychopathology more generally.