The book is organized in two main parts: general information and basic research about Attention Deficit Hyperactivity Disorders; and practical information full of psychological/behavioral and educational/learning style strategies and tips. The first part of the book provides the reader with adequate information to understand the rationale for using the techniques in the latter part. Chapters I through III provide that general and basic information, including the medical approach. Chapter I describes what the ADHD disorders are, etiological theories, DSM-IV-TR criteria, and how one makes a differential diagnosis. Chapter II acquaints parents and professionals with symptoms as early as infancy and preschool age, and what they can do when ADHD is suspected. Medical treatment is usually recommended; therefore, Chapter III deals with the medical approach and the various categories of medicines that can be used to treat the different types of ADHD. Chapters IV through V focus on the non-medical approaches. Chapter IV describes psychological/behavioral approaches to address problems of executive functions, attention, hyperactivity, impulsivity, social skills, memory and organization of time and materials. This chapter emphasizes the importance of addressing executive functions first and foremost as well as early in development to be most effective. Chapter V makes the point that learning style approaches emphasize strengths of children with ADHD rather than weaknesses; and that these children learn different. One could perceive this chapter as a handbook to use in determining which of the elements of style a child exhibits and preceding with the appropriate technique. Chapters IV and V also make the point that the non-drug approaches can yield a relatively permanent change in behavior which will take practice.

Oxford Textbook of Attention Deficit Hyperactivity Disorder is an authoritative, multi-disciplinary text covering the diagnosis, assessment and management of patients with ADHD.

It seems as though each day more children are diagnosed with attention-deficit/hyperactivity disorder (ADHD). ADHD causes challenges not only for the patient but also for their parents, siblings, teachers, and other significant people in their lives. They have an increased vulnerability to addiction and crime. Controversially, stimulants are the primary choice for treatment of ADHD in medical management, and the side effects of this long-term pharmacological management has raised many questions. Psychosocial management including parent training, behavior therapy, and educational inputs are also major components of treatment and should not be ignored. Thus, it is vital to explore the latest best practices for the diagnosis, assessment, and management of ADHD. New Developments in Diagnosing, Assessing, and Treating ADHD is a collection of research on innovations in the management of ADHD. While highlighting topics including adolescent care, neurological disorders, and mental health, this book is ideally designed for academicians, clinicians (especially psychiatrists, clinical psychologists, and pediatricians), social workers, psychiatric nurses, rehabilitation centers, researchers, and students interested in the handling of this disorder and the long-term effects and social risk factors associated with treatment.

Worldwide longitudinal studies performed since the 1970s have clearly shown that ADHD persists into adulthood. These findings have stimulated researchers to develop the therapeutic approaches for adult patients, especially in European countries where scientific and clinical interest in ADHD has increased.. In this volume, leading experts from Europe and the United States present their long-term results in order to provide an overview of important aspects of ADHD across the lifespan. These results include epidemiology, neurobiology, psychopathology, longitudinal course, comorbidity and social impairment associated with ADHD. Topics include diagnostic problems and therapeutic options as well as molecular genetic studies. Further, morphological and functional imaging studies in adult ADHD are reviewed, as well as the very important issue of comorbidity. Providing an excellent source of up-to-date information, this publication is essential reading for psychiatrists, neurologists, geneticists, psychotherapists, physicians and other therapists working with ADHD patients.

This book offers clinicians a comprehensive, research-derived treatment model for use with adult clients suffering from attention-deficit/hyperactivity disorder (ADHD). The treatment model integrates education, medication, coaching, and cognitive behavioral therapy to go beyond what traditional therapeutic techniques can offer. Written for the busy professional in private practice, it provides everything a therapist or ADHD coach needs to know to help these clients quickly and effectively. … it is a real pleasure to read Tuckman's superbly rendered book on ADHD in adults, for it is so well-reasoned, science-based, information-rich, to the point, and finally—useful! Apart from wishing I had written it, I sincerely wish that you will read it. —Russell A. Barkley, Ph.D., clinical professor of psychiatry at Medical University of South Carolina Charleston and research professor of psychiatry at SUNY Upstate Medical University at Syracuse Tuckman has filled a huge gap in our understanding of adults who suffer from ADHD…This book is a valuable contribution to the literature and will be a treasured resource. —Harvey C. Parker, Ph.D., cofounder of Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) and author of The ADHD Workbook for Parents.

This pocketbook serves as a concise and practical guide to the management of ADHD for child and adolescent psychiatrists and child psychologists, paediatricians, trainees, psychiatric specialist nurses, interested general practitioners, and other mental health professionals. The pocketbook provides a user-friendly introduction to the clinical understanding, evaluation, and treatment of ADHD. This edition has been updated to include new DSM-5 diagnostic criteria (May 2013) and to reflect more published studies on ADHD in the adult population, along with new data on the CNS stimulant drug LDX (Lisdexamfetamine Dimesylate).