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The recognition that the disorder was not caused by brain damage seemed to follow a similar argument made somewhat earlier by the prominent child psychiatrist Stella Chess (1960).

It set off a major departure between professionals in North America and those in Europe that continues, to a lessening extent, to the present.

Social workers should contact their regulatory board to determine course approval.

The field of ADHD grows daily, and new information may emerge that supersedes these course materials. Families of children with attention-deficit/hyperactivity disorder: Review and recommendations for future research.

Also important here was the placement of the condition of ADD without hyperactivity, renamed undifferentiated attention-deficit disorder, in a separate section of the manual from ADHD with the specification that insufficient research existed to guide in the construction of diagnostic criteria for it at that time.

During the 1980s, reports focused instead on problems with motivation generally, and an insensitivity to response consequences specifically (Barkley, 1989a; Glow & Glow, 1979; Haenlein & Caul, 1987). Academic task performance of normally achieving ADHD and control boys: performance, self-evaluations, and attributions. Stimulant effects on cooperation and social interaction between hyperactive children and their mothers. The early caregiver-child relationship and attention-deficit disorder with hyperactivity in kindergarten: A prospective study.

Interest in these children arose in North America around the time of the great encephalitis epidemics of 1917-1918. Association of maladaptive parental behavior with psychiatric disorder among parents and their offspring.

Children surviving these brain infections had many behavioral problems similar to those comprising contemporary ADHD (Ebaugh, 1923; Hohman, 1922; Stryker, 1925).

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By the 1970s, research emphasized the problems with sustained attention and impulse control in addition to hyperactivity (Douglas, 1972). Despite a continuing belief among clinicians and researchers of this era that the condition had some sort of neurological origin, the larger influence of psychoanalytic thought held sway. And so, when the second edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-II) appeared, all childhood disorders were described as “reactions,” and the hyperactive child syndrome became “hyperkinetic reaction of childhood” (American Psychiatric Association, 1968). Anxiety and depressive disorders in attention deficit disorder with hyperactivity: New Findings. Readers interested in more detail can pursue other sources (Accardo, Blondis, Whitman, & Stein, 2001; Barkley, 2006, 2011a; Barkley, Murphy, & Fischer, 2008). William James (1890), in his Principles of Psychology, described a normal variant of character that he called the “explosive will” that resembles the difficulties experienced by those who today are called ADHD. The author’s theoretical model of executive functioning (Barkley, 2012) and its application to ADHD also will be presented, providing a more parsimonious accounting of the many cognitive and social deficits in the disorder which points to numerous promising directions for future research while rendering a deeper appreciation for the developmental significance and seriousness of ADHD. But, the first paper in the medical literature on disorders of attention such as ADHD is a short chapter on this topic in a medical textbook (initially published anonymously) by Melchior Adam Weikard in 1775 (Barkley & Peters, 2012). Even so, within a few years of the creation of the label ADD, concern arose that the important features of hyperactivity and impulse control were being de-emphasized when in fact they were critically important to differentiating the disorder from other conditions and to predicting later developmental risks (Barkley, 2006; Barkley et al., 2008; Weiss & Hechtman, 1993).

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