Procesos de evaluación en niños con Trastorno de Déficit de Atención e Hiperactividad (TDAH)

Abstract

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a neurological syndrome characterized by hyperactivity, impulsivity, and poor attention, typically presenting and manifesting before the age of 7 and within six months of onset. It is currently the most prevalent disorder in childhood, which can persist into youth and adulthood; therefore, diagnosing and approaching at an early age is essential. Furthermore, ADHD is recognized as a multifactorial disorder with a significant genetic heritability and comorbidity, resulting in varying symptom severity that influences different areas such as cognition, social skills, academics, and emotions. Objective: This literature review centers on the assessment process in children diagnosed with ADHD. Method: The research focused on keywords such as ADHD, genetic assessment process, academic performance, intelligence quotient, and neuropsychology. A scientific and reliable database containing high-quality, specific information suitable for this type of research was employed. Conclusion: The analysis revealed that the different assessment processes are of utmost importance, presenting a certain degree of complexity due to the diversity of symptoms and medical conditions associated with the disorder. One of the processes for diagnosis is the classification manuals such as DSM-V and ICD-10, along with instruments used such as interviews, psychometric scales, questionnaires, and neuropsychological tests that facilitate and expedite the diagnostic procedure.