Calleja-Pérez Beatriz, Párraga Juan L, Albert Jacobo, López-Martín Sara, Jiménez de Domingo Ana, Fernández-Perrone Ana L, Fernández-Mayoralas Daniel M, Tirado Pilar, Suárez-Guinea Rebeca, López-Arribas Sonia, Fernández-Jaén Alberto
Atención Primaria de Pediatría, Centro de Salud Doctor Cirajas, Madrid, España.
Universidad Europea de Madrid, Madrid, España.
Medicina (B Aires). 2019;79(Suppl 1):57-61.
Attention deficit / hyperactivity disorder (ADHD) is one of the most prevalent disorders in the child-youth population, with a known impact on learning and school performance. Lack of attention, associated executive dysfunction and comorbid problems -particularly those related to learning and anxiety-, strongly determine this conceptual domain. Affected youths have more problems for taking notes, completion of homework, school programming and less motivation to study. Despite greater dedication to homework and greater use of support resources, school failure and nonachievement of curricular objectives are more frequent in these patients. The early diagnosis of ADHD and its comorbidities, the adequate and individualized psychoeducational and pharmacological intervention, have been shown to improve academic prognosis in the short and long term. For this purpose, the active participation of health and education professionals is essential.
注意缺陷多动障碍（ADHD）是儿童青少年群体中最常见的疾病之一，已知会对学习和学业表现产生影响。注意力不集中、相关的执行功能障碍和共病问题——尤其是那些与学习和焦虑相关的问题——在很大程度上决定了这一概念范畴。受影响的青少年在做笔记、完成家庭作业、学校规划方面存在更多问题，学习动力也较低。尽管他们在家庭作业上投入了更多精力，更多地使用了支持资源，但这些患者学业失败和未达成课程目标的情况更为常见。ADHD及其共病的早期诊断、充分且个性化的心理教育和药物干预已被证明可在短期和长期内改善学业预后。为此，卫生和教育专业人员的积极参与至关重要。
