The Diagnosis and Management of Anxiety in Adolescents With Comorbid ADHD

ADHD Prevalence Among U.S. Children and Adolescents in 2022: Diagnosis, Severity, Co-Occurring Disorders, and Treatment

OBJECTIVE

To provide updated national prevalence estimates of diagnosed attention-deficit/hyperactivity disorder (ADHD), ADHD severity, co-occurring disorders, and receipt of ADHD medication and behavioral treatment among U.S. children and adolescents by demographic and clinical subgroups using data from the 2022 National Survey of Children's Health (NSCH).

METHOD

This study used 2022 NSCH data to estimate the prevalence of ever diagnosed and current ADHD among U.S. children aged 3-17 years. Among children with current ADHD, ADHD severity, presence of current co-occurring disorders, and receipt of medication and behavioral treatment were estimated. Weighted estimates were calculated overall and for demographic and clinical subgroups (n = 45,169).

RESULTS

Approximately 1 in 9 U.S. children have ever received an ADHD diagnosis (11.4%, 7.1 million children) and 10.5% (6.5 million) had current ADHD. Among children with current ADHD, 58.1% had moderate or severe ADHD, 77.9% had at least one co-occurring disorder, approximately half of children with current ADHD (53.6%) received ADHD medication, and 44.4% had received behavioral treatment for ADHD in the past year; nearly one third (30.1%) did not receive any ADHD-specific treatment.

CONCLUSIONS

Pediatric ADHD remains an ongoing and expanding public health concern, as approximately 1 million more children had ever received an ADHD diagnosis in 2022 than in 2016. Estimates from the 2022 NSCH provide information on pediatric ADHD during the last full year of the COVID-19 pandemic and can be used by policymakers, government agencies, health care systems, public health practitioners, and other partners to plan for needs of children with ADHD.

Psychosocial functioning of adolescents with ADHD in the family, school and peer group: A scoping review protocol

Objective

The objective of this scoping review is to investigate what is known about the psychosocial functioning of adolescents with ADHD. All basic life environments (family, school and peer group) will be considered.

Introduction

Adolescence is especially critical for people with ADHD–natural maturation may be accompanied by changing symptoms of ADHD. A number of childhood difficulties transform during adolescence and contribute to problems in various areas that comprise psychosocial functioning. The available studies focus on selected domains of psychosocial functioning of adolescents with ADHD, however, to the authors’ best knowledge, there is no comprehensive description of this issue. The lack of such a description is the main rationale for conducting this scoping review.

Inclusion criteria

Pointing to the PCC elements (population, concept, context), the scoping review will include primary studies on the concept of psychosocial functioning (including functioning in the family, school and peer group). In the included studies, the term "psychosocial functioning" (or related) had to be used explicitly. The population will be adolescents (10 to 19 years old) with a formal diagnosis of ADHD (DSM classification) or Hyperkinetic Syndrome (ICD-9) or Hyperkinetic Disorders (ICD-10). There will be no restrictions on the research context.

Methods

The methodology of scoping reviews will be applied in accordance with the guidelines of the Joanna Briggs Institute (JBI). The following databases: Academic Search Ultimate, ERIC, MEDLINE, ProQuest Central, PsycInfo, Scopus, and databases under the Web of Science will be searched for primary studies in peer-reviewed journals, written in English and published since 1987. The analyses will be based mainly on frequency counts of the components of psychosocial functioning and population characteristics. The results will be presented in tabular form and supplemented with a descriptive summary. The protocol has been registered on the Open Science Framework: https://doi.org/10.17605/OSF.IO/MS82H [registration DOI].

Relación entre ansiedad y rendimiento académico en alumnado de secundaria

El objetivo de este estudio fue indagar la relación entre ansiedad y rendimiento académico en estudiantes de secundaria. El diseño de la investigación fue transversal y correlacional, con una muestra probabilística de 156 estudiantes seleccionados aleatoriamente. Los datos se recogieron con la Escala de Ansiedad Manifiesta en Niños (CMAS-R) y un cuestionario de datos sociodemográficos. El rendimiento académico se calculó en base al promedio de calificaciones. La muestra tenía el mismo número de mujeres y varones, con una media de edad de 13.10 años (DE = 0.94); 69.23% cursaban primer año de secundaria, 19.23% segundo año y 11.54% tercero, y todos procedían de la zona metropolitana de Guadalajara (México). Los resultados mostraron indicios de ansiedad entre el 28.8% de los estudiantes. La media de calificación académica era 8.6 (DE = 0.82); el 42.3% tenía un rendimiento académico alto, el 38.5% medio y el 19.2% bajo. Se observó una puntuación media de ansiedad más alta entre los estudiantes con un rendimiento bajo, en comparación con los que tenían un rendimiento medio o alto. Al comparar los grupos de estudiantes con diferente rendimiento con la presencia o no de ansiedad, se encontró una correlación estadísticamente significativa. La relación entre mayor ansiedad y menor rendimiento académico sugiere la necesidad de evaluar periódicamente tanto la ansiedad como otros trastornos psicoafectivos entre los estudiantes mediante la vigilancia psicoepidemiológica, conjuntamente con el rendimiento escolar, con el fin de poner en marcha estrategias de actuación preventivas y correctoras.