Attention Deficit Hyperactivity Disorder (ADHD) is considered a major public health problem, not only for its high prevalence but also because the symptoms have an impact on activities in daily life at both familial and school levels as well as on a general social level. Clinical evaluation of ADHD was based on the diagnostic criteria of the International Classification of Diseases ICD 10, Diagnostic and Statistical Manual of Mental Disorders DSM IV and comorbidity phenomena. Therefore, it has not yet developed into evaluations any more comprehensive than activity limitations and participation restrictions from a biopsychosocial model of disability, as proposed by the International Classification of Functioning, Disability and Health ICF. Thus, it is necessary to start assessment processes of children with ADHD using the functionality and performance components proposed by the ICF, allowing a new approach and a greater understanding of the health status of this population from a more holistic perspective in relation to the disability. Objective: To identify the theoretical elements that justify the importance of addressing ADHD from a biopsychosocial perspective as proposed by the evaluation of the ICF model, ensuring comprehensive assessment processes. This article is the result of a theoretical review addressed in research projects around the design, validity and reliability of assessment instruments of activity limitations and participation restrictions in children with ADHD.
References
[1]
Arriada-Mendicoa, N. and Otero-Siliceo, E. (2000) Síndrome de atención deficitaria. Aspectos básicos del diagnóstico y tratamiento. Revista de Neurologia, 31, 845-851.
[2]
Cornejo, J.W., Osío, O., Sánchez, Y., Carrizosa, J., Sánchez, G., Grisales, H., Castillo-Parra, H. and Holguín, J. (2005) Prevalencia del trastorno por déficit de atención-hiperactividad en ninos y adolescentes colombianos. Revista de Neurología, 40, 716-722.
[3]
Pineda, DA., Lopera, F., Henao, G.C., Palacio, J.D. and Castellanos, F.X. (2001) Grupo de investigación Fundema. Confirmación de la alta prevalencia del trastorno por déficit de atención en una comunidad colombiana. Revista de Neurología, 32, 1-6.
[4]
Loe, I.M. and Feldman, H.M. (2007) Academic and educational outcomes of children with ADHD: Literature review and proposal for future research. Ambulatory Pediatrics, 7, 82-90.
http://dx.doi.org/10.1016/j.ambp.2006.05.005
[5]
American Academy of Pediatrics (2001) Commitee on Quality improvement and subcommitte on attention-deficit/hyperactivity disorder. Clinical practice guideline: Diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics, 105, 1158-1170.
[6]
American Psychiatric Association (1994) Diagnostic and statistical manual of mental disorders. 4th Edition, American Psychiatric Association, Washington DC.
[7]
Roselló, B., Amado, L. and Bo, R.M. (2000) Patrones de comorbilidad en los distintos subtipos de ninos con trastorno por déficit de atención con hiperactividad. Revista de Neurología Clínica, 1, 181-192.
[8]
World Health Organization (1992) The tenth revision of the international classification of diseases and related health problems. WHO, Geneva.
[9]
World Health Organization (2001) International classification of functioning, disability and health. WHO, Geneva.
[10]
Cardo, E. and Servera, M. (2008) Trastorno por déficit de atención/hiperactividad: Estado de la cuestión y futuras líneas de investigación. Revista de Neurología, 46, 365-372.
[11]
Salamanca, L.M. (2010) Construcción, validación y confiabilidad de un cuestionario sobre ninos y ninas con TDAH. Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud, 8, 1117-1129.
[12]
Salamanca, L.M. (2010) Cuestionario para la evaluación de limitaciones en la actividad y restricciones en la participación en ninos con TDAH a nivel escolar. Revista Chilena de Psiquiatría y Neurología de la Infancia y adolescencia, 2, 19-30.
[13]
Cunningham, C.E. (2007) A Family-centered approach to planning and measuring the outcomes of interventions for children with attention-deficit/hyperactivity disorder. Ambulatory Pediatrics, 7, 60-72.
http://dx.doi.org/10.1016/j.ambp.2006.05.003
[14]
Hoza, B. (2007) Peer functioning in children with ADHD. Ambulatory Pediatrics, 7, 101-106.
http://dx.doi.org/10.1016/j.ambp.2006.04.011
[15]
Lollar, D. (2008) Function, impairment, and long-term outcomes in children with ADHD and how to measure them. Pediatric Annals, 37, 28-36.
http://dx.doi.org/10.3928/00904481-20080101-08
[16]
Pueyo, R., Maneru, C., Vendrell, P., Mataró, M., Estévez-Gonzalez, A., García-Sánchez, C. and Junqué, C. (2000) Trastorno por déficit de atención con hiperactividad. Asimetrías cerebrales observadas en resonancia magnética. Revista de Neurología, 30, 920-5.
[17]
Quintanar, L., Solovieva, Y. and Lázaro, E. (2008) Mecanismos de los lóbulos frontales en ninos preescolares con déficit de atención y ninos normales. Acta Neurológica Colombiana, 24, 64-75.
[18]
Pistoia, M., Abad-Mas, L. and Etchepareborda, M.C. (2004) Abordaje psicopedagógico del trastorno por déficit de atención con hiperactividad con el modelo de entrenamiento de las funciones ejecutivas. Revista de Neurología, 38, 149-155.
[19]
Ustün, T.B. (2007) Using the international classification of functioning, disease and health in attention-deficit/hyperactivity disorder: Separating the disease from its epiphenomena. Ambulatory Pediatrics, 7, 132-139.
http://dx.doi.org/10.1016/j.ambp.2006.05.004
