ADHD:Systematic Review of Diagnosis and Treatment in Children and Adolescents

Target audience and instructional level of this course: foundational

There is no known conflict of interest or commercial support related to this CE program.

Attention deficit hyperactivity disorder (ADHD) is a common pediatric neurobehavioral disorder often treated in the primary care setting. This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHRQ) systematic evidence reviews and focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting for individuals from birth through 17 years of age.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

Prepared by the following investigators at Duke Evidence-based Practice Center Durham, NC:

Alex R. Kemper, M.D., M.P.H, M.S.
Gary R. Maslow, M.D., M.P.H.
Sherika Hill, M.H.A., Ph.D.
Behrouz Namdari, M.D.
Nancy M. Allen LaPointe, Pharm.D., M.H.S.
Adam P. Goode, D.P.T., Ph.D.
Remy R. Coeytaux, M.D., Ph.D.
Deanna Befus, B.A., B.S.N.
Andrzej S. Kosinski, Ph.D.
Samantha E. Bowen, Ph.D.
Amanda J. McBroom, Ph.D.
Kathryn R. Lallinger, M.S.L.S.
Gillian D. Sanders, Ph.D.

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