Since 2011, the release of new research reflects an increased understanding and recognition of ADHD’s prevalence and epidemiology the challenges it raises for children and families the need for a comprehensive clinical resource for the evaluation, diagnosis, and treatment of pediatric ADHD and the barriers that impede the implementation of such a resource. Therefore, the subcommittee created a companion article (available in the Supplemental Information) on systemic barriers to the care of children and adolescents with ADHD, which identifies the major systemic-level barriers and presents recommendations to address those barriers in this article, we support the recommendations of the clinical practice guideline and accompanying process of care algorithm. Throughout the process of revising the guideline and algorithm, numerous systemic barriers were identified that restrict and/or hamper pediatric clinicians’ ability to adopt their recommendations. The accompanying process of care algorithm has also been updated to assist in implementing the guideline recommendations. Therefore, only incremental updates have been made in this guideline revision, including the addition of a key action statement related to diagnosis and treatment of comorbid conditions in children and adolescents with ADHD. These publications do not support dramatic changes to the previous recommendations. Since the release of the 2011 guideline, the Diagnostic and Statistical Manual of Mental Disorders has been revised to the fifth edition, and new ADHD-related research has been published. The guidelines were revised in 2011 and published with an accompanying process of care algorithm (PoCA) providing discrete and manageable steps by which clinicians could fulfill the clinical guideline’s recommendations. The American Academy of Pediatrics first published clinical recommendations for evaluation and diagnosis of pediatric ADHD in 2000 recommendations for treatment followed in 2001. Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurobehavioral disorders of childhood and can profoundly affect children’s academic achievement, well-being, and social interactions.
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