Due: Facilitating group to post by  Day 1; all other students post to discussion prompt by  Day 3 and one other peer initial discussion prompt post by  Day 6 Initial Post: Created by Facilitating Group ( I am not in the facilitating group) This is a student-led discussion. · The facilitating group should choose one member from their group who will be responsible for the initial post. · On  Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources. · During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding. · It is the expectation that the facilitating group will address all initial peer response posts by Day 7. Reply Posts: Non-Facilitating Students · If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by  Day 3. Your reply posts should include substantive reflection directed to the presenters. · You are also expected to respond to at least two other peer's initial discussion prompt posts. Group Facilitated Discussion Plan: Attention Deficit Hyperactivity Disorder Yanisleidy Mondeja and Laura Richard NU664C Family Mental Health I Attention Deficit Hyperactivity Disorder This post entails an alliance of ideas and research blended to inspire a lively discussion entailing Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents. ADHD is one of the most common mental disorders affecting children and adolescents. Thomas et al. (2015) affirm that it is a common neurobehavioral disorder, with approximately 11% of children aged 4 to 17years being diagnosed in the United States alone. The presence of geographical differences affects the rate of diagnosis and treatment in which prevalence has increased over time. Considering the fifth edition of DSM-V, for an individual to be diagnosed with ADHD, one must meet six out of nine possible inattentive symptoms such as failing to give close attention to details or being easily distracted. This is alongside the six out of nine possible hyperactivity or impulsivity symptoms such as being on the ego or difficulty for an individual to wait for his turn. Moreover, symptoms need to be present for at least six months, occur in two different settings, be present before 12 years of age, and not be better explained by another disorder (Painter & Scannapieco, 2021). Attention Deficit-Hyperactivity Disorder has three presentations: predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the two based on how many symptoms in each diagnostic category a person meets. ...

1. Due: Facilitating group to post by
Day 1; all other students post to discussion prompt by
Day 3 and one other peer initial discussion prompt post
by
Day 6
Initial Post: Created by Facilitating Group ( I am not in the
facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their
group who will be responsible for the initial post.
· On
Day 1 of this week, the chosen group member will
create an initial post that is to include the group's discussion
prompts, resources, and the instructions for what your
classmates are to do with the resources.
· During this week, each member of your group is to participate
in the facilitation of the discussion. This means making certain
that everyone is engaged, questions from students are being
answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all
initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to
post a discussion prompt response according to the facilitating
group's instructions by
Day 3. Your reply posts should include substantive
reflection directed to the presenters.
· You are also expected to respond to at least two other peer's
initial discussion prompt posts.

2. Group Facilitated Discussion Plan: Attention Deficit
Hyperactivity Disorder
Yanisleidy Mondeja and Laura Richard
NU664C Family Mental Health I
Attention Deficit Hyperactivity Disorder
This post entails an alliance of ideas and research blended to
inspire a lively discussion entailing Attention Deficit
Hyperactivity Disorder (ADHD) among children and
adolescents. ADHD is one of the most common mental disorders
affecting children and adolescents. Thomas et al. (2015) affirm
that it is a common neurobehavioral disorder, with
approximately 11% of children aged 4 to 17years being
diagnosed in the United States alone. The presence of
geographical differences affects the rate of diagnosis and
treatment in which prevalence has increased over time.
Considering the fifth edition of DSM-V, for an individual to be
diagnosed with ADHD, one must meet six out of nine possible
inattentive symptoms such as failing to give close attention to
details or being easily distracted. This is alongside the six out
of nine possible hyperactivity or impulsivity symptoms such as
being on the ego or difficulty for an individual to wait for his
turn. Moreover, symptoms need to be present for at least six
months, occur in two different settings, be present before 12
years of age, and not be better explained by another disorder
(Painter & Scannapieco, 2021).
Attention Deficit-Hyperactivity Disorder has three
presentations: predominantly hyperactive/impulsive,
predominantly inattentive, and a combination of the two based

3. on how many symptoms in each diagnostic category a person
meets. ADHD does not precisely fall into the three categories is
regarded as ADHD-Not Otherwise Specified. Lavigne et al.
(2012) note that individuals with the most impulsive-
hyperactive ADHD usually have both hyperactivity and
impulsivity symptoms, which implies that an individual acts
without thinking about the consequences. In contrast,
hyperactivity implies an individual who fidgets and moves
about constantly. An individual with the most inattentive have
issues paying attention as they are easily distracted. Those that
have combined have a combination of impulsivity,
hyperactivity, and inattentiveness. According to Meere (2005),
ADHD is more common among boys than girls.
Reducing distractibility, enhancing sustained attention, reducing
impulsive behaviors, and enhancing activity level
psychostimulants are regarded as effective (Kemper et al.,
2018). Nonpharmacologic therapies such as psychotherapy,
behavioral therapy, complementary and alternative medicine
interventions, and psychosocial interventions potentially
address primary symptoms of ADHD or the long-term
impairments related to the disorder. Comprehending the
function of nonpharmacologic therapies is challenging since
they entail a wide range of methods to care, ranging from highly
structured behavioral interventions to complementary
medicines. According to Feldman and Reiff (2014), regardless
of growth in research on treatment for ADHD and awareness of
the condition’s course of illness, significant queries remain
regarding ADHD diagnosis and management. A primary issue
for clinical practice regarding ADHD is ensuring an appropriate
diagnosis and avoidance of misdiagnosis. For therapy, primary
questions include how effective to structure a therapy to
individuals based on their characteristics and how effectively
and efficiently monitor an individual with ADHD over time.
ADHD Diagnosis
Diagnosis of ADHD is based on clinician assessment that
evaluates if the approach described in the DSM-V is met. Rating

4. scales that patients, teachers, and guardians can finalize are
used to determine the presence of each of the 18 symptoms
alongside the level of impairment that results from the
symptoms. Rating scales must be integrated with a clinical
interview to evaluate the onset, the course, duration, and
impairment associated with symptoms. Moreover, screening and
clinical assessment of possible comorbid psychiatric conditions
is a primary part of the diagnostic process. Painter &
Scannapieco (2021) affirm that the main challenge experienced
when diagnosing ADHD is to differentiate from other conditions
that appear similar such as to conduct disorder, anxiety, and
other developmental disorders. Also, to determine if another
condition may better explain ADHD symptoms or present
comorbid diagnosis.
Discussion prompts and response instructions
Peers are requested to read each prompt and reply to any four of
the six questions (
bold and italicized). Everyone is requested to number
the question as it corresponds with the initial post to avoid
confusion.
Prompts
Prompt 1: What treatment, psychopharmacological,
psychotherapeutic, or both, would be significant for a child or
adolescent diagnosed with ADHD?
Prompt 2: According to Kemper et al. (2018), affirm that
previous research relied on interviews and rating scales for
diagnosis, recently the US Food and Drug Administratio n
(FDA) approved a new device, “the Neuropsychiatric
Electroencephalograph (EEG)-based Assessment Aid (NEBA;
NEBA Health, Augusta, GA). How effective is it at diagnosing
ADHD?
Prompt 3: When a child or adolescent is treated with
pharmacotherapy, what medication will be the first-line choice

5. and why? Will it be significant to add psychotherapy, and
which one?
Related Resources for Review
Hammersley, D. (2016). The interface between
psychopharmacological and psychotherapeutic approaches.
The Handbook of Counselling Psychology, 259–275.
https://doi.org/10.4135/9781529714968.n17
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., LaPointe,
N. M. A., Goode, A. P., & Sanders, G. D. (2018). Attention
deficit hyperactivity disorder: Diagnosis and treatment in
children and adolescents.
Kennedy, R., & Kingsley, E. (2013). The impact of attention-
deficit/hyperactivity disorder in African-Americans; current
challenges associated with diagnosis and treatment.
Attention Deficit Hyperactivity Disorder in Children
and Adolescents. https://doi.org/10.5772/54276
Painter, K., & Scannapieco, M. (2021). Treatment of attention
deficit hyperactivity disorder.
Understanding the Mental Health Problems of Children
and Adolescents, 148–161.
https://doi.org/10.1093/oso/9780190927844.003.0010
Prompt 4: Why is it challenging to diagnose a child with
ADHD, particularly under four years? Why is there is no test
for ADHD?
Prompt 5: It is required that a clinician use standard and
approved tools to screen and diagnose patients with ADHD. Is it
significant to evaluate whether the instrument selected is
consistent with the diagnostic criteria of DSM-V?
Prompt 6: Considering the many available validated diagnosing
instruments among children and adolescents, which one have

6. you used in recent days? Contrast the instrument to the DSM-V.
What have you learned?
Related Resources for Review
American Academy of Pediatrics. (2017, September 1).
Diagnosing ADHD in children: Guidelines &
Information for parents. HealthyChildren.org. Retrieved
November 21, 2021, from
https://www.healthychildren.org/English/health-
issues/conditions/adhd/Pages/Diagnosing-ADHD-in-Children-
Guidelines-Information-for-Parents.aspx.
Gupta, A., & Kashyap, A. (2021). Assessment of ADHD for
children, adolescents, and adults.
New Developments in Diagnosing, Assessing, and
Treating ADHD, 117–131. https://doi.org/10.4018/978-1-7998-
5495-1.ch007
Lavigne, J. V., Dulcan, M. K., LeBailly, S. A., & Binns, H. J.
(2012). The importance of obtaining information from multiple
informants when diagnosing and managing ADHD in children.
PsycEXTRA Dataset.
https://doi.org/10.1037/e610022012-026
NIH Publication. (2019, June 25).
Attention-deficit/hyperactivity disorder (ADHD) in
children. Mayo Clinic. Retrieved November 21, 2021, from
https://www.mayoclinic.org/diseases-
conditions/adhd/symptoms-causes/syc-20350889.
References
American Academy of Pediatrics. (2017, September 1).
Diagnosing ADHD in children: Guidelines &
Information for parents. HealthyChildren.org. Retrieved
November 21, 2021, from

7. https://www.healthychildren.org/English/health-
issues/conditions/adhd/Pages/Diagnosing-ADHD-in-Children-
Guidelines-Information-for-Parents.aspx.
Feldman, H. M., & Reiff, M. I. (2014). Attention deficit–
hyperactivity disorder in children and adolescents.
New England Journal of Medicine,
370(9), 838-846.
Gupta, A., & Kashyap, A. (2021). Assessment of ADHD for
children, adolescents, and adults.
New Developments in Diagnosing, Assessing, and
Treating ADHD, 117–131. https://doi.org/10.4018/978-1-7998-
5495-1.ch007
Hammersley, D. (2016). The interface between
psychopharmacological and psychotherapeutic approaches.
The Handbook of Counselling Psychology, 259–275.
https://doi.org/10.4135/9781529714968.n17
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., LaPointe,
N. M. A., Goode, A. P., & Sanders, G. D. (2018). Attention
deficit hyperactivity disorder: Diagnosis and treatment in
children and adolescents.
Kennedy, R., & Kingsley, E. (2013). The impact of attention-
deficit/hyperactivity disorder in African-Americans; current
challenges associated with diagnosis and treatment.
Attention Deficit Hyperactivity Disorder in Children
and Adolescents. https://doi.org/10.5772/54276
Lavigne, J. V., Dulcan, M. K., LeBailly, S. A., & Binns, H. J.
(2012). The importance of obtaining information from multiple
informants when diagnosing and managing ADHD in children.
PsycEXTRA Dataset.
https://doi.org/10.1037/e610022012-026

8. Meere, J. (2005). State regulation and attention deficit
hyperactivity disorder.
Attention Deficit Hyperactivity Disorder, 413–433.
https://doi.org/10.1385/1-59259-891-9:413
NIH Publication. (2019, June 25).
Attention-deficit/hyperactivity disorder (ADHD) in
children. Mayo Clinic. Retrieved November 21, 2021, from
https://www.mayoclinic.org/diseases-
conditions/adhd/symptoms-causes/syc-20350889.
Painter, K., & Scannapieco, M. (2021). Attention deficit
hyperactivity disorder.
Understanding the Mental Health Problems of Children
and Adolescents, 134–147.
https://doi.org/10.1093/oso/9780190927844.003.0009
Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P.
(2015). Prevalence of attention-deficit/hyperactivity disorder: A
systematic review and meta-analysis.
Pediatrics,
135(4). https://doi.org/10.1542/peds.2014-3482

9. Peer Post 1 (To be replied)
Attention Deficit Hyperactivity Disorder
Jessica Murphy
November 29, 2021
Attention Deficit Hyperactivity Disorder
Group 5,
You have done a great job presenting the topic of
attention deficit hyperactivity disorder (ADHD). As most know
ADHD is the most common neurodevelopment disorder
diagnosed in children and typically last well into adulthood
(CDC, 2021). As you stated in your presentation, there are
several types of ADHD including predominantly hyperactive,
predominantly inattentive, and combined, when a child has an
equal presentation of both inattention and hyperactivity.
Although the causes and risk factors are unknown, there are
several studies that have indicated genetics play a major role,
with other possible causes such as brain injury, environmental
risk factors, alcohol and tobacco use during pregnancy, as well
as other pregnancy and birth complications (CDC, 2021).
Prompt 1: What treatment, psychopharmacological,
psychotherapeutic, or both, would be significant for a child or
adolescent diagnosed with ADHD?
Combination therapy is indicated for most children and
adolescents diagnosed with ADHD. Involvement of family,
school, and medications will be necessary to manage this
chronic condition. Treatment goals include improvement in
academic performance, improvement in relationships with
family, friends, teachers, as well as improvement in ability to
follow rules whether at home or at school (Krull, 2020). It is

10. recommended that children between the ages of 4-5 are treated
first with behavior therapy. Medication is added if behavior
therapy alone is not sufficient, and symptoms do not improve.
Krull (2020) recommends medications as an adjunct to therapy
when behaviors interfere with other therapies, risk of expulsion
from preschool, severe risk of injury to others, as well as strong
family history of ADHD. The recommendation for School-age
children is combined therapy with a stimulant and behavior
therapy, although there are non-simulant medications
recommended for some children, stimulants are first-line
choice. Children and adolescents diagnosed with ADHD also
benefit from structure, maintaining a daily schedules as well as
using charts and checklists, keeping distraction to a minimum,
limiting positive behavior, limiting choices, and finding
desirable activities such as sports (Krull, 2020).
Prompt 2: According to Kemper et al. (2018), previous research
relied on interviews and rating scales for diagnosis, recently the
US Food and Drug Administration (FDA) approved a new
device, “the Neuropsychiatric Electroencephalograph (EEG)-
based Assessment Aid (NEBA; NEBA Health, Augusta, GA).
How effective is it at diagnosing ADHD?
Wilkes (2021) affirms the US Food and Drug
Administration (FDA) approved the use of Neuropsychiatric
EEG-Based Assessment Aid (NEBA) as a tool in confirming the
diagnose ADHD in 2013. It is not likely that it will be use as a
sole determinate but will be used in combination with a
complete medical assessment, as well as psychological
assessment. It may also be used to guide further testing. NEBA
measures the ratio between theta and beta brain waves which are
said to be elevated in children with ADHD (Wilkes, 2021).
Prompt 3: When a child or adolescent is treated with
pharmacotherapy, what medication will be the first-line choice
and why? Will it be significant to add psychotherapy, and
which one?

11. There are several factors that need to be considered
when choosing a pharmacological treatment. Krull (2021)
recommends considering the child’s ability to swallow, length
of desired treatment, the time-of-day symptoms will be targeted,
whether the medication will be administered in school, potential
adverse effects, co-existing conditions, history of substance
abuse, and expense. Typically, first line treatment for ADHD is
a stimulant medication such as methylphenidate. Stimulants are
typically chosen as they have a rapid onset of action and are
also safe and effective. Psychotherapy is used as an
intervention directed at the child and is designed to work on the
child’s emotional status and thought patterns, although, not
always recommended as an adjunct to therapy unless there are
comorbid conditions such as anxiety, depression, and social
deficits (Krull, 2020). In children with ADHD without other
co-morbid conditions, there is no significant data to support the
use of psychotherapy and its interventions transferring into
other areas of the child’s
Prompt 4: Why is it challenging to diagnose a child with
ADHD, particularly under four years? Why is there is no test
for ADHD?
According to the CDC (2021) in 2016 388,000 children
ages 2-5 years were diagnosed with ADHD. However, it is
difficult to diagnose ADHD in children younger than four years
of age because of their rapid rate of change. Children under 4
are usually quite active, have tantrums, have short attention
spans, and are impulsive. Their behaviors and attention span
may mimic that of a child with ADHD, however their behaviors
may change as they get older. According to Legg (2018)
children under 4 may be diagnosed, however, there is not set
clinical guideline for this age group.
There is no set test for diagnosing ADHD and is often
completed in several steps. One of the first steps include a full
medical exam including a hearing and vision test (CDC, 2021).
Once organic causes are rule out, there is a collaborative effort

12. with the child’s parents, teachers, other medical professionals,
and in some instances the child.
References
Centers for Disease Control and Prevention (2021). What is
ADHD?
https://www.cdc.gov/ncbddd/adhd/facts.html
Krull, K (2020). Attention deficit hyperactivity disorder in
children and adolescents: Overview
of treatment and prognosis
. UpToDate. https://www-uptodate-
com.regiscollege.idm.oclc.org/contents/attention-deficit-
hyperactivity-disorder-in-
children-and-adolescents-overview-of-treatment-and-
prognosis?search=ADHD%20treatment&source=search_result&s
electedTitle=1~150&
usage_type=default&display_rank=
Krull, K. (2021). Attention deficit hyperactivity disorder in
children and adolescents: Treatment
with medications.
UpToDate. https://www-uptodate-
com.regiscollege.idm.oclc.org
/contents/attention-deficit-hyperactivity-disorder-in-
children-and-adolescents-
treatment-with-
medications?search=Treatment%20for%20ADHD&source=searc
h_result&
selectedTitle=3~150&usage_type=default&display_rank=3
Legg, T. (2018). What’s to know about ADHD in toddlers.
https://www.medicalnewstoday.com/articles/315518
Wilkes, M. (2021). Pediatric Attention Deficit Hyperactivity
Disorder (ADHD) Workup.
https://emedicine.medscape.com/article/912633-

13. workup#c7
Peer Post 2 (To be replied)
Deborah Penny
Yanisleidy and Laura,
Thank you for your well defined and focused presentation about
attention deficit hyperactivity disorder (ADHD). As you stated,
ADHD is one of the most common neurodevelopmental
disorders of childhood and the process to reach a diagnosis
requires several steps. Because there is no single test to
diagnose ADHD, the process starts with a medical exam to rule
out other problems that may mimic or produce the same signs
and symptoms as ADHD. In addition, obtaining a history from
various sources (collateral information) which could include but
are not limited to parents, teachers, day-care providers, family

14. members, and sometimes the child.
Here is a great snapshot of ADHD provided in this
ADHD Fact Sheet
The purpose of my response post is to answer four out of the six
questions presented by Group 5.
Prompt 1: What treatment, psychopharmacological,
psychotherapeutic, or both, would be significant for a child or
adolescent diagnosed with ADHD?
According to UpToDate, “Medications, with or without
behavioral/psychologic interventions, are the first-line therapy
for school-aged children (≥6 years) and adolescents who meet
diagnostic criteria for ADHD” (Krull, 2020).
Treatment of ADHD may involve behavioral interventions,
medication, school-based interventions, or psychologic
interventions alone or in combination. However, regardless of
the treatment, the outcomes must be realistic, achievable, and
measurable and developed with the parents, child, and school
personnel. It really does take a village to provide guidance,
support, and to celebrate when a goal is reached.
“Nonpharmacologic treatments for ADHD encompass a range of
care approaches from structured behavioral interventions to
complementary medicines and despite wide use, there are
significant gaps in knowledge regarding the effectiveness of
ADHD nonpharmacologic treatments” (Goode, et al., 2018). A
systematic review was developed by Goode, et al., to evaluate
the comparative effectiveness and safety of nonpharmacologic
approaches to ADHD. Behavioral interventions are preferred to
medication as the initial intervention for preschool children and
parent-child behavioral therapy is focused at improving parent-
child relationships through enhanced parenting techniques.
Prompt 2: According to Kemper et al. (2018), affirm that
previous research relied on interviews and rating scales for
diagnosis, recently the US Food and Drug Administration
(FDA) approved a new device, “the Neuropsychiatric
Electroencephalograph (EEG)-based Assessment Aid (NEBA;

15. NEBA Health, Augusta, GA). How effective is it at diagnosing
ADHD?
“Neuropsychiatric Electroencephalograph (EEG) is essentially
neurofeedback that uses an electroencephalograph (EEG)
machine and a system of rewards to teach people to increase
their conscious control over the electrical rhythms generated in
the brain— a process called operant conditioning” (Fehmi &
Robbins, 2001). “The treatment typically involves patients
using a computer monitor that shows brainwave activity through
EEG. In the neurofeedback process, patients are trained to
adjust their attention and thereby their brainwave activity”
(Kemper, et al., 2018). From a cognitive and developmental
viewpoint, it would be difficult to expect a child to benefit from
operant conditioning. “Brain-wave training may have the
potential to be a first line of treatment for many physical,
neurological, and psychological problems, but research is
needed to determine for whom it will work best and why, and to
improve its efficacy” (Fehmi & Robbins, 2001).
Prompt 3: When a child or adolescent is treated with
pharmacotherapy, what medication will be the first-line choice
and why? Will it be significant to add psychotherapy, and which
one?
“Methylphenidate, dexamphetamine and atomoxetine (a
nonstimulant selective noradrenaline reuptake inhibitor) are
recommended medical treatments for children and adolescents.
Methylphenidate, has been used for longer fifty years for the
treatment of children with ADHD” (Storebø, et al., n.d.)
It is important to add psychotherapy, specifically parent
management training, to the treatment plan because training
provides an understanding of the consistency and structure
needed when parenting a child with ADHD.
Prompt 4: Why is it challenging to diagnose a child with
ADHD, particularly under four years? Why is there is no test
for ADHD?

16. It is difficult to diagnose ADHD in children younger than 4
years. This is because younger children have a much shorter
attention span than older children. For example, a 2 year old’s
attention is about two minutes in length, while a four-year-old
child’s attention span is about double that time.
Although there is evidence that DSM criteria can be applied to
preschool children, obtaining a diagnosis of ADHD in
preschoolers and adolescents can be complicated depending on
the age of the child and many of the signs/symptoms could be
behavioral. “Before establishing a diagnosis of ADHD and
initiating treatment in preschoolers, the American Academy of
Pediatrics (AAP) recommends that parents of young children
referred for ADHD assessment enroll in a parent training
program. Such programs can help parents develop age-
appropriate developmental expectations and specific
management skills for problem behaviors” (Bélanger, et al.,
2018).
There is no single test for ADHD because the process requires
several steps and involves gathering a lot of information from
multiple sources. The parent (s), the child, the child's school,
caregivers, and anyone who spends significant amount of time
with the child should be consulted.
Hanging indent not maintained
References
Bélanger, S. A., Andrews, D., Gray, C., & Korczak, D. (2018).
ADHD in children and youth: Part 1-Etiology, diagnosis, and
comorbidity. Pediatrics & Child Health, 23(7), 447–453.
https://doi.org/10.1093/pch/pxy109
Fehmi, L. G. & Robbins, J. (2001). Mastering Our Brain’s
Electrical Rhythms. Retrieved from
https://dana.org/article/ mastering-our-brains-electrical-
rhythms/
Goode, A. P., Coeytaux, R. R., Maslow, G. R., Davis, N., Hill,
S., Namdari, B., LaPointe, N., Befus, D., Lallinger, K. R.,
Bowen, S. E., Kosinski, A., McBroom, A. J., Sanders, G. D., &

17. Kemper, A. R. (2018). Nonpharmacologic Treatments for
Attention-Deficit/Hyperactivity Disorder: A Systematic
Review. Pediatrics, 141(6), e20180094.
https://doi.org/10.1542/peds.2018-0094
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., Allen
LaPointe, N. M., Goode, A. P., Coeytaux, R. R., Befus, D.,
Kosinski, A. S., Bowen, S. E., McBroom, A. J., Lallinger, K.
R., & Sanders, G. D. (2018). Attention deficit hyperactivity
disorder: Diagnosis and treatment in children and
adolescents. Agency for Healthcare Research and Quality (US).
https://www.ncbi.nlm.nih.gov/books/NBK487766/
Krull, K. R. (2020). Attention deficit hyperactivity disorder in
children and adolescents: Overview of treatment and
prognosis. UpToDate.
https://www.uptodate.com/contents/attention-deficit-
hyperactivity-disorder-in-children-and-adolescents-overview-of-
treatment-and-prognosis
Storebø, O. J., Ramstad, E., Krogh, H. B., Nilausen, T. D.,
Skoog, M., Holmskov, M., Rosendal, S., Groth, C., Magnusson,
F. L., Moreira-Maia, C. R., Gillies, D., Buch Rasmussen, K.,
Gauci, D., Zwi, M., Kirubakaran, R., Forsbøl, B., Simonsen, E.,
Gluud, C., & Storebø, O. J. (n.d.). Methylphenidate for children
and adolescents with attention deficit hyperactivity disorder
(ADHD). Cochrane Database of Systematic Reviews, 11.