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Attention deficit disorder: current perspectives.

S E Shaywitz1, B A Shaywitz

  • 1Department of Pediatrics, Yale University School of Medicine, New Haven, Connecticut 06510.

Pediatric Neurology
|May 1, 1987
PubMed
Summary
This summary is machine-generated.

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Attention Deficit Disorder (ADD) affects underserved groups like girls and those without hyperactivity. Improved diagnostic methods are crucial for identifying ADD in all individuals, including gifted students.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Attention Deficit Disorder (ADD) literature is rapidly expanding.
  • Historical trends, causation, and clinical characteristics of ADD require ongoing review.
  • Understanding ADD necessitates addressing critical, often overlooked, issues.

Purpose of the Study:

  • To review selected issues in the scientific literature on ADD.
  • To highlight under-identified and underserved populations with ADD.
  • To propose new approaches for ADD definition and diagnosis.

Main Methods:

  • Review of scientific literature on ADD.
  • Analysis of diagnostic criteria and referral patterns.
  • Presentation of empirical studies for improved diagnostic approaches.

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Main Results:

  • Evidence suggests under-identification of girls with ADD and ADD without hyperactivity.
  • Diagnostic imprecision and inconsistency are linked to selective referral.
  • New diagnostic approaches aim to address these identification challenges.

Conclusions:

  • Recognizing ADD in diverse populations, including gifted students, is essential.
  • Current diagnostic practices may penalize high-potential individuals.
  • Public policy recommendations emphasize improved identification and support for ADD.