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Perspectiva editorial: ¿Sobrediagnóstico del TDAH? Aquí vamos de nuevo

Anita Thapar^1,2

¹Cardiff University, Cardiff, UK.

Child and adolescent mental health

|February 23, 2026

Resumen

Las tasas de diagnóstico del Trastorno por Déficit de Atención/Hiperactividad (TDAH) son más bajas de lo esperado en el Reino Unido. Centrarse únicamente en el diagnóstico es insuficiente; un enfoque holístico basado en las necesidades es mejor para apoyar a los niños.

Área de la Ciencia:

Trastornos del neurodesarrollo
Psiquiatría infantil y del adolescente
Políticas de salud pública

Sus antecedentes:

Creciente preocupación por el sobrediagnóstico del Trastorno por Déficit de Atención/Hiperactividad (TDAH).
El Informe del Grupo de Trabajo independiente sobre TDAH del Servicio Nacional de Salud (NHS)-Inglaterra aborda la prevalencia diagnóstica.
La prevalencia administrativa del TDAH en el Reino Unido es inferior a las tasas poblacionales estimadas.

Objetivo del estudio:

Evaluar críticamente las limitaciones de centrarse únicamente en el diagnóstico del TDAH.
Abogar por un enfoque escalonado y holístico basado en las necesidades para apoyar a los niños y jóvenes con TDAH.
Informar un diálogo constructivo sobre estrategias efectivas de apoyo para el TDAH.

Principales métodos:

Revisión del Informe del Grupo de Trabajo independiente sobre TDAH de NHS-Inglaterra.
Análisis de datos de prevalencia diagnóstica de TDAH en el Reino Unido.
Síntesis argumentativa de evidencia que apoya un modelo escalonado basado en las necesidades.

Principales resultados:

La prevalencia administrativa del TDAH en el Reino Unido está por debajo de las tasas poblacionales.
Un diagnóstico por sí solo tiene limitaciones significativas para la toma de decisiones clínicas y el apoyo.
Se argumenta que un enfoque escalonado basado en las necesidades es preferible.

Conclusiones:

Centrarse exclusivamente en el diagnóstico del TDAH es demasiado estrecho y poco útil.
Un modelo holístico y escalonado que aborde las necesidades individuales es más eficaz para apoyar a los niños y jóvenes.
El diálogo constructivo es esencial para mejorar los sistemas de apoyo al TDAH.

Palabras clave:

TDAH Informe del Grupo de Trabajo sobre TDAH de NHS-E intervención temprana salud mental sobrediagnóstico

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