Attention deficit hyperactivity disorder: The most studied and yet most controversial diagnosis

Attention Deficit Hyperactivity Disorder (ADHD) has the distinction of bein g both the most extensively studied mental disorder and the most controvers ial. There are no pathognomonic measures to diagnose children with ADHD so that the diagnosis remains dependent on the observations of those adults mo st familiar with the children. In addition, characteristic of all the inter ventions for children with ADHD, including both stimulant medication and ps ychosocial interventions, is that they are non-specific. Their effects are similar regardless of a child's diagnosis or lack of diagnosis. These limit ations in our current knowledge of the disorder emphasize the importance of researching the services aspect of the conditions, particularly in primary care where most children receive the treatment with medication. Current re search suggests that primary clinicians inappropriately diagnose but do not over-diagnose children with ADHD and do not communicate much with educator s in coordinating diagnosis and treatment. However, it is important to note that the research is this area is currently very limited, and most is base d on physician self-report. (C) 1999 Wiley-Liss, Inc.