ADHD Assessment Recommendations for Children in Practice Guidelines: A Systematic Review

Abstract

Objective: The current review sought to synthesise and evaluate ADHD guidelines to identify recommended procedures for co-occurring and differential diagnosis for ADHD assessments of school aged children. Method: A systematic literature review was conducted by searching PsycInfo, Medline, CINAHL and Web of Science. A grey literature search was also performed. ADHD guidelines that described a diagnostic process for school aged children, published between 2013 and 2021, by Government organisations or a national professional association, and written in English were included. Results: Each of the six included guidelines were produced by panels consisting primarily of paediatricians and psychiatrists. All guidelines recommended assessing for co-occurring conditions. Five of the guidelines recommended consideration of a differential diagnosis. Five guidelines also recommended referral to a specialist, mental health clinician or psychologist when diagnostic uncertainty exists. Conclusions: Guidelines to assist in the assessment of referred cases were not discovered. There is a need for recommendations to be developed to supplement existing guidelines to aid psychologists and mental health clinicians in a systematic ADHD assessment process, particularly in complex cases.