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/></a></div><div class="bkr_bib"><h1 id="_NBK578095_"><span itemprop="name">Evidence reviews for Information and support for people with ADHD</span></h1><div class="subtitle">Attention deficit hyperactivity disorder: diagnosis and management</div><p><b>Evidence review B</b></p><p><i>NICE Guideline, No. 87</i></p><p class="contrib-group"><h4>Authors</h4><span itemprop="author">National Guideline Centre (UK)</span>.</p><div class="half_rhythm">London: <a href="https://www.nice.org.uk" ref="pagearea=meta&targetsite=external&targetcat=link&targettype=publisher"><span itemprop="publisher">National Institute for Health and Care Excellence (NICE)</span></a>; <span itemprop="datePublished">2018 Mar</span>.<div class="small">ISBN-13: <span itemprop="isbn">978-1-4731-2830-9</span></div></div><div><a href="/books/about/copyright/">Copyright</a> © NICE 2018.</div></div><div class="bkr_clear"></div></div><div id="ch2.s1"><h2 id="_ch2_s1_">1. Information and support for people with ADHD</h2><div id="ch2.s1.1"><h3>1.1. Review question: What are the information and support needs of children, young people and adults with ADHD and their family and carers after diagnosis?</h3></div><div id="ch2.s1.2"><h3>1.2. Introduction</h3><p>The NICE guidelines on <a href="http://www.nice.org.uk/guidance/cg136" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">service user experience in adult mental health</a> and <a href="https://www.nice.org.uk/guidance/cg138" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">patient experience in adult NHS services</a> outline the key principles of general care. It is also important to identify and address the unique needs of specific conditions and following a diagnosis of ADHD, children, young people and adults, and their carers and families require up-to-date, relevant information about ADHD in formats to suit their individual needs. Post-diagnostic advice is in particular an important part of the assessment process. It is important that people with ADHD and their families have accurate detailed knowledge about ADHD to raise self-awareness and reduce the stigma associated with the condition. Information and support can increase adherence to treatment and help people to develop constructive coping strategies to manage their symptoms and reduce the impact these symptoms can have on their everyday lives. Accurate information is helpful for people with ADHD to use when informing people around them about the ways that their ADHD may affect them and how this should be taken into account. This review identifies and outlines the information and support needs of people after being given a diagnosis of ADHD.</p></div><div id="ch2.s1.3"><h3>1.3. Characteristics table</h3><p>For full details see the review protocol in <a href="#ch2.appa">appendix A</a>.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab1"><a href="/books/NBK578095/table/ch2.tab1/?report=objectonly" target="object" title="Table 1" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab1" rid-ob="figobch2tab1"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab1/?report=thumb" src-large="/books/NBK578095/table/ch2.tab1/?report=previmg" alt="Table 1. Characteristics of review question." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab1"><a href="/books/NBK578095/table/ch2.tab1/?report=objectonly" target="object" rid-ob="figobch2tab1">Table 1</a></h4><p class="float-caption no_bottom_margin">Characteristics of review question. </p></div></div></div><div id="ch2.s1.4"><h3>1.4. Methods and process</h3><p>This evidence review was developed using the methods and process described in Developing NICE guidelines: the manual.<a class="bibr" href="#ch2.ref144" rid="ch2.ref144"><sup>144</sup></a> Methods specific to this review question are described in the review protocol in <a href="#ch2.appa">appendix A</a>.</p><p>Declarations of interest were recorded according to NICE’s 2014 conflicts of interest policy.</p></div><div id="ch2.s1.5"><h3>1.5. Qualitative evidence</h3><div id="ch2.s1.5.1"><h4>1.5.1. Included studies</h4><p>Sixty-nine qualitative studies were included in the review;<a class="bibr" href="#ch2.ref2" rid="ch2.ref2"><sup>2</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref8" rid="ch2.ref8"><sup>8</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref12" rid="ch2.ref12"><sup>12</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref14" rid="ch2.ref14"><sup>14</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref27" rid="ch2.ref27"><sup>27</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref30" rid="ch2.ref30"><sup>30</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref34" rid="ch2.ref34"><sup>34</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref35" rid="ch2.ref35"><sup>35</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref37" rid="ch2.ref37"><sup>37</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref41" rid="ch2.ref41"><sup>41</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref44" rid="ch2.ref44"><sup>44</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref49" rid="ch2.ref49"><sup>49</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref56" rid="ch2.ref56"><sup>56</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref60" rid="ch2.ref60"><sup>60</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref65" rid="ch2.ref65"><sup>65</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref67" rid="ch2.ref67"><sup>67</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref71" rid="ch2.ref71"><sup>71</sup></a><sup>–</sup><a class="bibr" href="#ch2.ref75" rid="ch2.ref75"><sup>75</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref77" rid="ch2.ref77"><sup>77</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref80" rid="ch2.ref80"><sup>80</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref83" rid="ch2.ref83"><sup>83</sup></a><sup>–</sup><a class="bibr" href="#ch2.ref87" rid="ch2.ref87"><sup>87</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref91" rid="ch2.ref91"><sup>91</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref94" rid="ch2.ref94"><sup>94</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref96" rid="ch2.ref96"><sup>96</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref99" rid="ch2.ref99"><sup>99</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref105" rid="ch2.ref105"><sup>105</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref108" rid="ch2.ref108"><sup>108</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref111" rid="ch2.ref111"><sup>111</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref112" rid="ch2.ref112"><sup>112</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref114" rid="ch2.ref114"><sup>114</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref119" rid="ch2.ref119"><sup>119</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref123" rid="ch2.ref123"><sup>123</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref127" rid="ch2.ref127"><sup>127</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref131" rid="ch2.ref131"><sup>131</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref134" rid="ch2.ref134"><sup>134</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref137" rid="ch2.ref137"><sup>137</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref138" rid="ch2.ref138"><sup>138</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref142" rid="ch2.ref142"><sup>142</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref145" rid="ch2.ref145"><sup>145</sup></a><sup>–</sup><a class="bibr" href="#ch2.ref147" rid="ch2.ref147"><sup>147</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref149" rid="ch2.ref149"><sup>149</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref153" rid="ch2.ref153"><sup>153</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref156" rid="ch2.ref156"><sup>156</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref157" rid="ch2.ref157"><sup>157</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref161" rid="ch2.ref161"><sup>161</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref163" rid="ch2.ref163"><sup>163</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref166" rid="ch2.ref166"><sup>166</sup></a><sup>–</sup><a class="bibr" href="#ch2.ref169" rid="ch2.ref169"><sup>169</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref174" rid="ch2.ref174"><sup>174</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref181" rid="ch2.ref181"><sup>181</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref184" rid="ch2.ref184"><sup>184</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref185" rid="ch2.ref185"><sup>185</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref188" rid="ch2.ref188"><sup>188</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref189" rid="ch2.ref189"><sup>189</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref191" rid="ch2.ref191"><sup>191</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref192" rid="ch2.ref192"><sup>192</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref198" rid="ch2.ref198"><sup>198</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref199" rid="ch2.ref199"><sup>199</sup></a><sup>,</sup><a class="bibr" href="#ch2.ref201" rid="ch2.ref201"><sup>201</sup></a> these are summarised in <a class="figpopup" href="/books/NBK578095/table/ch2.tab2/?report=objectonly" target="object" rid-figpopup="figch2tab2" rid-ob="figobch2tab2">Table 2</a> below.</p><p>Fifteen studies focused on the views of adults with ADHD. Forty studies focused on the views of children and young people with ADHD and their families or carers. Four studies focused on the views of healthcare professionals dealing with ADHD. Four studies focused on the views of teachers. Six studies involved the views of a mix of people with ADHD, their families, healthcare professionals or teachers.</p><p>Key themes from these studies are summarised in <a href="#ch2.s1.5.2">Section 1.5.2</a> below. See also the study selection flow chart in <a href="#ch2.appc">appendix C</a>, study evidence tables in <a href="#ch2.appd">appendix D</a>, and excluded studies lists in <a href="#ch2.appg">appendix G</a>.</p><p>As a large number of papers were identified for this review, inclusion was halted once saturation was reached. Saturation is the point at which no new information emerged from studies that were found to match the review protocol. These five studies are listed in <a class="figpopup" href="/books/NBK578095/table/ch2.appg.tab2/?report=objectonly" target="object" rid-figpopup="figch2appgtab2" rid-ob="figobch2appgtab2">Table 50</a> in <a href="#ch2.appg">Appendix G</a>:</p></div><div id="ch2.s1.5.2"><h4>1.5.2. Excluded studies</h4><p>See the excluded studies list in <a href="#ch2.appg">appendix G</a>.</p></div><div id="ch2.s1.5.3"><h4>1.5.3. Summary of qualitative studies included in the evidence review</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab2"><a href="/books/NBK578095/table/ch2.tab2/?report=objectonly" target="object" title="Table 2" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab2" rid-ob="figobch2tab2"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab2/?report=thumb" src-large="/books/NBK578095/table/ch2.tab2/?report=previmg" alt="Table 2. Summary of studies included in the review." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab2"><a href="/books/NBK578095/table/ch2.tab2/?report=objectonly" target="object" rid-ob="figobch2tab2">Table 2</a></h4><p class="float-caption no_bottom_margin">Summary of studies included in the review. </p></div></div><p>See <a href="#ch2.appd">appendix D</a> for full evidence tables.</p></div><div id="ch2.s1.5.4"><h4>1.5.4. Qualitative evidence synthesis</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab3"><a href="/books/NBK578095/table/ch2.tab3/?report=objectonly" target="object" title="Table 3" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab3" rid-ob="figobch2tab3"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab3/?report=thumb" src-large="/books/NBK578095/table/ch2.tab3/?report=previmg" alt="Table 3. Review themes: Diagnosis." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab3"><a href="/books/NBK578095/table/ch2.tab3/?report=objectonly" target="object" rid-ob="figobch2tab3">Table 3</a></h4><p class="float-caption no_bottom_margin">Review themes: Diagnosis. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab4"><a href="/books/NBK578095/table/ch2.tab4/?report=objectonly" target="object" title="Table 4" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab4" rid-ob="figobch2tab4"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab4/?report=thumb" src-large="/books/NBK578095/table/ch2.tab4/?report=previmg" alt="Table 4. Review themes: Challenges for people with ADHD." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab4"><a href="/books/NBK578095/table/ch2.tab4/?report=objectonly" target="object" rid-ob="figobch2tab4">Table 4</a></h4><p class="float-caption no_bottom_margin">Review themes: Challenges for people with ADHD. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab5"><a href="/books/NBK578095/table/ch2.tab5/?report=objectonly" target="object" title="Table 5" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab5" rid-ob="figobch2tab5"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab5/?report=thumb" src-large="/books/NBK578095/table/ch2.tab5/?report=previmg" alt="Table 5. Review themes: Challenges for parents." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab5"><a href="/books/NBK578095/table/ch2.tab5/?report=objectonly" target="object" rid-ob="figobch2tab5">Table 5</a></h4><p class="float-caption no_bottom_margin">Review themes: Challenges for parents. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab6"><a href="/books/NBK578095/table/ch2.tab6/?report=objectonly" target="object" title="Table 6" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab6" rid-ob="figobch2tab6"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab6/?report=thumb" src-large="/books/NBK578095/table/ch2.tab6/?report=previmg" alt="Table 6. Review themes: Healthcare professionals." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab6"><a href="/books/NBK578095/table/ch2.tab6/?report=objectonly" target="object" rid-ob="figobch2tab6">Table 6</a></h4><p class="float-caption no_bottom_margin">Review themes: Healthcare professionals. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab7"><a href="/books/NBK578095/table/ch2.tab7/?report=objectonly" target="object" title="Table 7" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab7" rid-ob="figobch2tab7"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab7/?report=thumb" src-large="/books/NBK578095/table/ch2.tab7/?report=previmg" alt="Table 7. Review themes: Schools." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab7"><a href="/books/NBK578095/table/ch2.tab7/?report=objectonly" target="object" rid-ob="figobch2tab7">Table 7</a></h4><p class="float-caption no_bottom_margin">Review themes: Schools. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab8"><a href="/books/NBK578095/table/ch2.tab8/?report=objectonly" target="object" title="Table 8" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab8" rid-ob="figobch2tab8"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab8/?report=thumb" src-large="/books/NBK578095/table/ch2.tab8/?report=previmg" alt="Table 8. Review themes: Services." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab8"><a href="/books/NBK578095/table/ch2.tab8/?report=objectonly" target="object" rid-ob="figobch2tab8">Table 8</a></h4><p class="float-caption no_bottom_margin">Review themes: Services. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab9"><a href="/books/NBK578095/table/ch2.tab9/?report=objectonly" target="object" title="Table 9" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab9" rid-ob="figobch2tab9"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab9/?report=thumb" src-large="/books/NBK578095/table/ch2.tab9/?report=previmg" alt="Table 9. Review themes: Methods of providing information and support." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab9"><a href="/books/NBK578095/table/ch2.tab9/?report=objectonly" target="object" rid-ob="figobch2tab9">Table 9</a></h4><p class="float-caption no_bottom_margin">Review themes: Methods of providing information and support. </p></div></div><div id="ch2.s1.5.4.1"><h5>1.5.4.1. Narrative summary of review themes</h5><div id="ch2.s1.5.4.1.1"><h5>1.5.4.1.1. Theme 1: Diagnosis</h5><div id="ch2.s1.5.4.1.1.1"><h5>Review theme 1: Benefits of diagnosis</h5><p>People with ADHD and their parents and carers noted many benefits to receiving a diagnosis. They felt a sense of relief and elation that their behaviour was not their fault; they felt a diagnosis helped to explain the difficulties they had previously faced throughout their lives. Both parents and people with ADHD saw improvements to self-esteem, due to the legitimization of their difficulties; they thought more highly of themselves, and felt that others did too. People with ADHD felt they had a better understanding of themselves following a diagnosis. Parents felt that the diagnosis reduced stigma against their child. They also felt it reduced a sense of guilt that they themselves had, as they had attributed their child’s behaviour to their own parenting. Some reported an improvement in the parent-child relationship due to realising that their child needed help and support. A diagnosis also gave access to coping strategies to deal with symptoms, and a range of ways to improve behaviour through pharmacological and non-pharmacological interventions.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; moderate concerns about the coherence of the theme with conflicting evidence that lowers our confidence, due to evidence that a diagnosis can also cause harm; partial relevance due to the contributing studies being conducted mainly outside of the UK; minor concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to concerns regarding the coherence of the theme.</p></div><div id="ch2.s1.5.4.1.1.2"><h5>Review theme 2: Harm of diagnosis</h5><p>People felt that a diagnosis led to stigma and discrimination from others. For children, this effect was seen both inside and outside of school. For example in school they felt that they were often blamed for things that they had not done. Similarly, parents felt stigmatised by teachers, their own family, people they didn’t know in public places, and other parents. Many felt fearful of stigma; some people did not tell people about their diagnosis and isolated themselves as a result. Others opted to act as their own advocate and explain their condition to people they came across in their day-to-day lives. Many felt like they ‘didn’t belong’ in society due to their diagnosis, felt ‘abnormal’, embarrassed and ashamed at being diagnosed with ADHD</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; moderate concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies mainly being conducted outside of the UK; minor concerns about inadequacy as the evidence is sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the coherence of the theme.</p></div><div id="ch2.s1.5.4.1.1.3"><h5>Review theme 3: Doubt of diagnosis</h5><p>People diagnosed with ADHD had varying degrees of doubt around their diagnosis. Some questioned the existence of ADHD, some questioned whether they had it, and others reported loved ones being sceptical.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.1.4"><h5>Review theme 4: Missed diagnosis</h5><p>People that had been diagnosed with ADHD later on in their lives regretted that they had not been diagnosed sooner and questioned if their lives could have been better if they had. They felt that not being diagnosed had many negative impacts on many aspects of their life. For example, difficulty and failure in employment and education could have been avoided. This led to an accumulated sense of failure, with many reporting losing their jobs or getting into trouble for reasons related to their symptoms. Emotional wellbeing could have also been improved with a diagnosis. Some reported psychological breakdown and suicidal ideation as a result of their symptoms. Others felt their symptoms led to substance abuse, which could have been avoided. Others felt that relationship problems were worsened as a result of their missed diagnosis.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; minor concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of moderate confidence in this theme due to the concerns regarding the applicability of the data.</p></div></div><div id="ch2.s1.5.4.1.2"><h5>1.5.4.1.2. Theme 2: Challenges for people with ADHD</h5><div id="ch2.s1.5.4.1.2.1"><h5>Review theme 5: Recognition</h5><p>Some teachers felt that inattentive behaviour is as problematic as hyperactive behaviour but difficult to pinpoint. Some teachers were not aware of these symptoms of ADHD, which could impact the support this subgroup receive during school time.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.2.2"><h5>Review theme 6: Academic and employment impact</h5><p>ADHD is often related to academic impairment. People reported an inability to listen in class and carry out work both inside and outside of school. People reported not having clear techniques of how to organise and carry out their schoolwork. They had difficulty juggling multiple tasks and in making decisions related to work. They found reading comprehension difficult, reported motivational problems and found they got easily distracted. Many didn’t feel that they could discuss accommodations with their teachers, and felt ashamed when they did have to utilise accommodations, such as taking tests in disability centres. Adults with ADHD reported difficulty in finding suitable work roles, with some being unemployed due to this.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.2.3"><h5>Review theme 7: Psychosocial impact</h5><p>People felt that ADHD was greatly impacting their psychosocial functioning. Young people with ADHD often did not have many friends or take part in social activities. They felt that their friendships often didn’t last long, and they reported not spending time with friends outside of school. People felt that they had a low tolerance for others behaviour, which impacted on their ability to take part in social activities. People also reported a range of negative emotional difficulties related to their behavioural problems and the way others reacted to them. They felt sad, angry, frustrated and ashamed at their behaviour.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.2.4"><h5>Review theme 8: Bullying</h5><p>Children and young people with ADHD reported that they had been bullied by their classmates. They felt that this was due to symptoms such as poor social skills, low self-esteem and aggression.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.2.5"><h5>Review theme 9: Impact on life</h5><p>People with ADHD reported that their symptoms had a huge impact on their day-to-day lives. They felt that their symptoms greatly impacted their ability to undertake everyday tasks. Some felt that their symptoms impacted the path that their life has taken, and they have made decisions based on the best environments and activities for their symptoms. Parents worried about the impact that this would have in the long time, such as coping at university, managing money and driving.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.2.6"><h5>Review theme 10: Substance abuse</h5><p>People with ADHD felt that they had addictive personalities, which resulted in substance use. Some had got into trouble with their schools as a result of substance misuse. Others felt that their substance use was a way of trying to minimise their symptoms and feel ‘normal’. Some drank alcohol to bring a feeling of calm. Whereas others felt that nicotine from smoking helped to improve their symptoms.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.2.7"><h5>Review theme 11: Driving</h5><p>People with ADHD felt that their symptoms impacted on their ability to drive, as they were easily distracted and not as careful as they should be.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.2.8"><h5>Review theme 12: Experience of support</h5><p>Young people felt that their parents’ lack of understanding or knowledge of ADHD made life more difficult for them and left them feeling frustrated. Some did feel in control of their symptoms and didn’t need additional help from family members or healthcare professionals, whereas some required a large amount of support to stay on track. They also reported limited support from teachers, and felt that they needed more guidance at school, but there was a lack of available support. In addition, people with ADHD felt that doctors needed to explain ADHD better, particularly during childhood, to help patients understand their condition better.</p><p>For those that had the support of their families, they reported that they found their parents’ ability to create a structured environment and teaching strategies of coping to be useful. However, they also felt that their parent’s attitudes towards the diagnosis influenced their own. For example, they felt that their parents own worries greatly influenced their own fears and worries about the condition. Some reported being told misleading information by parents, such as that they would ‘grow out’ of their condition; they felt that this information was misleading.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the applicability of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.2.9"><h5>Review theme 13: Conflict</h5><p>Children and parents reported incidences of child maltreatment, in the form of parents harming their children, as a result of their child’s behaviour and the conflict that arose from this. Conflict often arose as a result of homework supervision, parent’s demands when the child was playing, parents misunderstanding their child’s behaviour, and parents threatening to remove their child from their home</p><p>Parents also reported serious incidences of being physically abused by their children, during times of aggressive and disruptive behaviour. They specified being hit and having their hair pulled out, along with verbal abuse. Conflict often arose as a result of homework supervision, parent’s demands when the child was playing, parents misunderstanding their child’s behaviour, and parents threatening to remove their child from their home.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the applicability of the data and methodological limitations.</p></div></div><div id="ch2.s1.5.4.1.3"><h5>1.5.4.1.3. Theme 3: Challenges for parents</h5><div id="ch2.s1.5.4.1.3.1"><h5>Review theme 14: Experiences of support</h5><p>Although some parents felt they have adequate support from their families, healthcare professionals and teachers, other parents reported a lack of support mainly from spouses and other family members, and from both healthcare and educational professionals. They felt that these professionals had a poor understanding of the nature of ADHD and a lack of skills to help to manage their children, and felt that their concerns were being dismissed. Parents reported having to battle to gain support from professionals, particularly with teachers that could not manage their child’s behaviour.</p><p>Parents reported a lack of support from schools and teachers. They felt they were being blamed for their child’s ADHD and had a lack of support from the school system. They felt that even when schools were trying to be supportive, they did not consider the needs of the child properly. Some parents felt that teachers did not have enough of an understanding of ADHD, which led to these discrepancies in support needed and support given. Issues included disagreements around treatment and behaviour, poor communication, and a lack of understanding for the parents’ difficult situation.</p><p>Parents wanted healthcare professionals to listen to them more and offer more support. They felt that some did not give support and advice specific to their situation, and found some were unwilling to take any responsibility in order to support their child. In some cases they felt that they were made out to be the expert in the management of their child, but many parents felt that this were not the case. In addition, Mothers also reported that fathers were not supportive in the care of their children. They felt that in some cases, fathers played a negative role in the management of child care. This resulted in difficulties in their marriage. Some did not understand their child’s symptoms, and were reluctant to believe the diagnosis was real.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies mainly being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.3.2"><h5>Review theme 15: Psychosocial impact</h5><p>Parents described vast and severe psychosocial implications of their child having ADHD. They reported high emotional distress. This was a result of the difficulties they experienced in parenting their children, their worry about their child’s behaviour, difficulty in tracking their child’s academic success and keeping them focused on school work, and difficulties in helping their children undertake daily tasks. Feelings of frustration and worry were also apparent when parents could not find alternative treatments to medication. They felt their treatment decisions would always negatively impact their child, regardless of their choice.</p><p>Some also had feelings of embarrassment and disappointment when their children didn’t act like others their age. This was mostly apparent in fathers that wanted their children to be involved in athletic activities. Parents also reported feelings of guilt and remorse for not having recognised the symptoms earlier. They often attributed their parenting as the cause of the problems their child was facing, which resulted in further guilt. Parents reported having no social lives, with their lives completely taken over by their child. Their child’s behaviour often meant that it was difficult to find babysitters, or parents would not be comfortable leaving their child. In addition, their concerns over their child’s behaviour meant that they would avoid taking them to social events.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies mainly being conducted outside of the UK; minor concerns about inadequacy as the evidence is sufficiently deep and of high quantity. There was a judgement of moderate confidence in this theme due to the concerns regarding the methodological limitations.</p></div><div id="ch2.s1.5.4.1.3.3"><h5>Review theme 16: High demand</h5><p>Parents reported that bringing up children with ADHD was highly demanding, and caused high levels of exhaustion, both emotionally and physically. Parents felt they needed more information on how they could manage their child’s symptoms, particular around mood swings and what to do in certain situations. Parents had to constantly structure and monitor their child’s daily routine, and assist them in their activities. This caused feelings of guilt as they had less time to care for their other children. Parents reported having to make many sacrifices in order to care for their child adequately, such as reducing their working hours or stopping work entirely. They did not feel other people were equipped to look after their children safely, including close family members. This is because they didn’t understand the extent of the behavioural issues the child exhibited.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies mainly being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.3.4"><h5>Review theme 17: Employment/education</h5><p>Parents reported having to reduce their working hours or stop working entirely to care for their child. They often put their career or educational opportunities on hold as they committed themselves to caring for their child</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.3.5"><h5>Review theme 18: Access to services</h5><p>Parents had difficult experiences in accessing the services they needed. Some found that when their child was initially diagnosed, it was hard for them to understand what they should do or where they should get assistance. Others reported not being offered non-pharmacological treatment options. Some felt that they had to push for a diagnosis and subsequent treatment. However, others felt unable to push for the care they required, which led to delays in diagnosis, feelings of disempowerment and distress for the entire family.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div><div id="ch2.s1.5.4.1.3.6"><h5>Review theme 19: Information needs</h5><p>Parents felt they had a limited understanding of ADHD. They reported wanting more information on the causes, mechanisms, and functional implications of ADHD. Some parents felt that their parenting skills were to blame for their children’s symptoms. They felt that healthcare professionals needed to explain ADHD better, particularly during childhood, to help patients understand their condition and therefore manage it. Parents also felt that there was a need for professionals to have more information and training for themselves too, in order to provide them with support.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and methodological limitations.</p></div></div><div id="ch2.s1.5.4.1.4"><h5>1.5.4.1.4. Theme 4: Healthcare professionals</h5><div id="ch2.s1.5.4.1.4.1"><h5>Review theme 20: Diagnosis</h5><p>Healthcare professional’s personal perspectives were a factor for whether or not a child would receive a diagnosis, with some feeling that ADHD is over diagnosed, and some not feeling comfortable in making a diagnosis. They reported that they often took into account the wishes of the family, and the impact that a diagnostic label could have, when deciding to make the diagnosis. They also found it difficult to interpret the family and child difficulties in each consultation, feeling that they were attempting to separate cases out into ‘real’ ADHD and ‘pseudo’ ADHD.</p><p>Some GPs in particular did not feel competent in diagnosing ADHD, due to a lack of knowledge and experience, and due to having too little time to do some. They felt that they did not have adequate training in the assessment of ADHD. Parents felt that healthcare professionals were acting like their child’s behaviour was normal, which delayed them receiving a diagnosis. In addition, some GPs were unaware of where they could refer patients to.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.4.2"><h5>Review theme 21: Recognition</h5><p>Some GPs found the recognition of ADHD difficult, with some not knowing the difference between ‘normal’ and ‘abnormal’ behaviour. Some felt that they did not have adequate training in the recognition of ADHD. Some noted similarities in levels of hyperactivity across mainly families, but noted that some parents would not mind this level of hyperactivity, whereas others would seek help for the symptoms. GPs also emphasised the view that family dysfunction could lead to problem behaviour or to a ‘dysfunctional’ family seeking help for their child.</p><p>Explanation of quality assessment: severe methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.4.3"><h5>Review theme 22: Attitudes</h5><p>Some GPs had negative attitudes towards ADHD. They felt that a diagnosis could do more harm than good. They reported seeing ADHD as an artificial, ill-defined and overused category. GPs felt that parents seeking support were attempting to avoid dealing with possible shortcomings of their parenting. In addition, parents found GP’s attitudes to be dismissive and disempowering; with some finding that GPs did not believe that their child had hyperactivity problems. GPs felt that often ADHD symptoms were caused by difficult family situations and poor parenting, often feeling that labelling the symptoms was not helpful.</p><p>Explanation of quality assessment: severe methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of very low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.4.4"><h5>Review theme 23: Management</h5><p>Some GPs understood their role in treatment management for children with ADHD. However, others felt that they did not have adequate training to do so, or had little interest in being the primary care provider for children with ADHD. Some GPs had taken part in an online training course in ADHD, and felt more confident in managing patients with ADHD as a result. Others reported that they would be more willing to be involved in the care of children if they received more training to do so. In addition, GPs displayed limited knowledge and understanding of the side effects that could present with ADHD medication. Some felt that stimulants did not have many side effects, and others felt there were a few but couldn’t remember what they were.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; moderate concerns about the coherence of the theme with conflicting evidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div></div><div id="ch2.s1.5.4.1.5"><h5>1.5.4.1.5. Theme 5: Schools</h5><div id="ch2.s1.5.4.1.5.1"><h5>Review theme 24: Challenges for teachers</h5><p>Teachers found it difficult to support children and young people with ADHD. They felt unequipped to do so, having received no training or any information about the condition. They also felt they had a lack of time and resources to fully support children with ADHD. This led to feelings of frustration and helplessness when being unsuccessful in helping or reducing disruptive behaviour in a child with ADHD. In addition, teachers understanding of the prevalence of ADHD across age groups and gender were varied and limited.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not sufficiently deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the methodological limitations.</p></div><div id="ch2.s1.5.4.1.5.2"><h5>Review theme 25: Teachers’ attitudes</h5><p>Teachers’ attitudes towards ADHD impacted on the support that children received. Some had negative opinions on the causes of ADHD, feeling that it was due to poor parenting skills and home environment; they often framed this attribution negatively, and felt that if it weren’t for these factors, the child would not have ADHD. In these cases, they felt that diagnoses should not have been given. Attitudes to medication differed; some felt that it was wrong for teachers to want to medicate children to ‘make their job easier’; whereas others felt that medication was useful in doing so. Parents felt that teachers were unsympathetic in their attitudes, and felt that teachers neglected their children as a result. They felt that teachers had a ‘blasé’ attitude towards ADHD, which resulted in their child not receiving adequate help.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; minor concerns about inadequacy as the evidence is reasonably deep, with some elaborations and examples. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.5.3"><h5>Review theme 26: Parents’ attitudes</h5><p>Parents felt that behavioural problems at school were a result of poor teaching methods and impatience with children that were slow at progressing through their work. Parents felt dissatisfied and insulted by teachers suggesting that doctor referrals and medication might be necessary.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is reasonably deep, with some elaborations and examples. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.5.4"><h5>Review theme 27: Communication</h5><p>Both parents and teachers reported conflict with each other, and difficulties in discussing the child with ADHD. Parents reported communication difficulties with schools and teachers, which resulted in them feeling distressed. When teachers tried to discuss a child’s behaviour with the parents, parents perceived this negatively. Some teachers also found it difficult to discuss children’s behavioural issues with parents, and found that they often had different opinions of the behaviour of the child, compared to that of the parents. Those who did receive support from teachers did not feel that this greatly impacted the child’s behaviour, but it did improve the parent’s peace of mind</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is reasonably deep, with some elaborations and examples. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.5.5"><h5>Review theme 28: Factors influencing the classroom experience</h5><p>Children and young people reported the variables influencing how they behaved best in classrooms. Some felt that they learnt best in smaller classes, and found learning support units to be beneficial. They felt that classes needed to be a quiet environment that minimized distractions, such as sitting away from the window and having separate desks. They also described their ‘ideal teacher’. Some found teachers most supportive when they helped to teach them strategies for learning, had patience, and were willing to explain things and motivate children. They also felt that they needed a teacher that was strict and could control the class. They also reported that flexibility with deadlines where necessary was beneficial.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to some of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is reasonably deep, with some elaborations and examples. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div></div><div id="ch2.s1.5.4.1.6"><h5>1.5.4.1.6. Theme 6: Services</h5><div id="ch2.s1.5.4.1.6.1"><h5>Review theme 29: Experiences of service use</h5><p>Some people with ADHD had positive experiences of specialist care, and felt supported by healthcare professionals. Others had negative experiences, with parents reporting long and arduous processes to receive a diagnosis of ADHD. They reported that often, the services referred to were far away, didn’t provide conclusive treatment plans, offered a lack of follow up care, and elicited too many administrative duties to stay on top of.</p><p>Use of services also differed in terms of non-pharmacological interventions. Some people felt that non-pharmacological interventions were useful in helping patients to learn coping strategies and deal with the psychosocial burden. The social element of group therapy was also highly valued. However, healthcare professionals found that some families were reluctant to work on the wider psychological factors, instead just wanting the medical intervention</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to most of the contributing studies being conducted inside of the UK; moderate concerns about inadequacy as the evidence is not deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.6.2"><h5>Review theme 30: Transition to adult services</h5><p>Many found delays in referral to adult services, and discontinuation of support and medication upon turning 18. People with ADHD did not feel that their age should impact on the care they received, and felt that child services still provided the support they required.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; high relevance due to the contributing studies being conducted in the UK; moderate concerns about inadequacy as the evidence is not deep or of high quantity. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data.</p></div><div id="ch2.s1.5.4.1.6.3"><h5>Review theme 31: Improving treatment pathway</h5><p>Healthcare professionals suggested parenting programmes would be better implemented if an initial home visit was carried out, to build trust with the parent and to explain how the programme should be used.</p><p>Healthcare professionals also felt that parents’ own mental health problems, domestic violence, and low confidence should be recognised and supported by healthcare professionals before referral to parental interventions. They felt it was particularly important to identify and treat depression and ADHD when present in parents.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; high relevance due to the contributing study being conducted inside of the UK; moderate concerns about inadequacy as the evidence is not deep. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div></div><div id="ch2.s1.5.4.1.7"><h5>1.5.4.1.7. Theme 7: Methods of providing information and support</h5><div id="ch2.s1.5.4.1.7.1"><h5>Review theme 32: Support groups</h5><p>Parents and people with ADHD felt that support groups would be a useful way of gaining information and support. Parents felt it would be helpful to speak to other parents, and learn ways to manage their children from them. They reported often seeking other parents when they had questions about their condition, or decisions around whether or not to medicate their child. Women with ADHD had a strong desire to have access to support groups to help them to learn about other women’s experiences of having ADHD.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the most of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is reasonably deep. There was a judgement of moderate confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.7.2"><h5>Review theme 33: Written and oral presentation</h5><p>Parents felt that written detailed information about ADHD would be useful. Other parents wanted concise orally presented summaries of what they needed to know. They didn’t want information to be too technical or too vague.</p><p>Explanation of quality assessment: minor methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the contributing study being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not deep. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.7.3"><h5>Review theme 34: The Internet</h5><p>People with ADHD reported learning about their condition by accessing information on internet sites, although they felt direction on which websites to use would be helpful. GPs also took part in an online training course, which made them feel more confident in managing patients.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the most of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not deep. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div><div id="ch2.s1.5.4.1.7.4"><h5>Review theme 35: Methods for children</h5><p>Parents felt that healthcare professionals needed to be careful in their approach to discussing ADHD with children. Patients felt that the term ‘disorder’ should not be used with young children, and that non-medical narratives should be used until the child is older. Young people with ADHD greatly emphasised the need for parents, healthcare professionals and teachers to assure them not to be ashamed of their symptoms or diagnosis. They also emphasised the need to not speak about the condition negatively.</p><p>Explanation of quality assessment: moderate methodological limitations in the contributing studies; minor concerns about the coherence of the theme with nothing to lower our confidence; partial relevance due to the most of the contributing studies being conducted outside of the UK; moderate concerns about inadequacy as the evidence is not deep. There was a judgement of low confidence in this theme due to the concerns regarding the adequacy of the data and the applicability of the data.</p></div></div></div></div><div id="ch2.s1.5.5"><h4>1.5.5. Qualitative evidence summary</h4><div id="ch2.s1.5.5.1"><h5>1.5.5.1. Theme 1: Diagnosis</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab10"><a href="/books/NBK578095/table/ch2.tab10/?report=objectonly" target="object" title="Table 10" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab10" rid-ob="figobch2tab10"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab10/?report=thumb" src-large="/books/NBK578095/table/ch2.tab10/?report=previmg" alt="Table 10. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab10"><a href="/books/NBK578095/table/ch2.tab10/?report=objectonly" target="object" rid-ob="figobch2tab10">Table 10</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab11"><a href="/books/NBK578095/table/ch2.tab11/?report=objectonly" target="object" title="Table 11" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab11" rid-ob="figobch2tab11"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab11/?report=thumb" src-large="/books/NBK578095/table/ch2.tab11/?report=previmg" alt="Table 11. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab11"><a href="/books/NBK578095/table/ch2.tab11/?report=objectonly" target="object" rid-ob="figobch2tab11">Table 11</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab12"><a href="/books/NBK578095/table/ch2.tab12/?report=objectonly" target="object" title="Table 12" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab12" rid-ob="figobch2tab12"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab12/?report=thumb" src-large="/books/NBK578095/table/ch2.tab12/?report=previmg" alt="Table 12. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab12"><a href="/books/NBK578095/table/ch2.tab12/?report=objectonly" target="object" rid-ob="figobch2tab12">Table 12</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab13"><a href="/books/NBK578095/table/ch2.tab13/?report=objectonly" target="object" title="Table 13" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab13" rid-ob="figobch2tab13"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab13/?report=thumb" src-large="/books/NBK578095/table/ch2.tab13/?report=previmg" alt="Table 13. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab13"><a href="/books/NBK578095/table/ch2.tab13/?report=objectonly" target="object" rid-ob="figobch2tab13">Table 13</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.2"><h5>1.5.5.2. Theme 2: Challenges for people with ADHD</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab14"><a href="/books/NBK578095/table/ch2.tab14/?report=objectonly" target="object" title="Table 14" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab14" rid-ob="figobch2tab14"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab14/?report=thumb" src-large="/books/NBK578095/table/ch2.tab14/?report=previmg" alt="Table 14. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab14"><a href="/books/NBK578095/table/ch2.tab14/?report=objectonly" target="object" rid-ob="figobch2tab14">Table 14</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab15"><a href="/books/NBK578095/table/ch2.tab15/?report=objectonly" target="object" title="Table 15" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab15" rid-ob="figobch2tab15"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab15/?report=thumb" src-large="/books/NBK578095/table/ch2.tab15/?report=previmg" alt="Table 15. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab15"><a href="/books/NBK578095/table/ch2.tab15/?report=objectonly" target="object" rid-ob="figobch2tab15">Table 15</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab16"><a href="/books/NBK578095/table/ch2.tab16/?report=objectonly" target="object" title="Table 16" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab16" rid-ob="figobch2tab16"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab16/?report=thumb" src-large="/books/NBK578095/table/ch2.tab16/?report=previmg" alt="Table 16. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab16"><a href="/books/NBK578095/table/ch2.tab16/?report=objectonly" target="object" rid-ob="figobch2tab16">Table 16</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab17"><a href="/books/NBK578095/table/ch2.tab17/?report=objectonly" target="object" title="Table 17" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab17" rid-ob="figobch2tab17"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab17/?report=thumb" src-large="/books/NBK578095/table/ch2.tab17/?report=previmg" alt="Table 17. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab17"><a href="/books/NBK578095/table/ch2.tab17/?report=objectonly" target="object" rid-ob="figobch2tab17">Table 17</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab18"><a href="/books/NBK578095/table/ch2.tab18/?report=objectonly" target="object" title="Table 18" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab18" rid-ob="figobch2tab18"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab18/?report=thumb" src-large="/books/NBK578095/table/ch2.tab18/?report=previmg" alt="Table 18. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab18"><a href="/books/NBK578095/table/ch2.tab18/?report=objectonly" target="object" rid-ob="figobch2tab18">Table 18</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab19"><a href="/books/NBK578095/table/ch2.tab19/?report=objectonly" target="object" title="Table 19" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab19" rid-ob="figobch2tab19"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab19/?report=thumb" src-large="/books/NBK578095/table/ch2.tab19/?report=previmg" alt="Table 19. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab19"><a href="/books/NBK578095/table/ch2.tab19/?report=objectonly" target="object" rid-ob="figobch2tab19">Table 19</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab20"><a href="/books/NBK578095/table/ch2.tab20/?report=objectonly" target="object" title="Table 20" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab20" rid-ob="figobch2tab20"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab20/?report=thumb" src-large="/books/NBK578095/table/ch2.tab20/?report=previmg" alt="Table 20. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab20"><a href="/books/NBK578095/table/ch2.tab20/?report=objectonly" target="object" rid-ob="figobch2tab20">Table 20</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab21"><a href="/books/NBK578095/table/ch2.tab21/?report=objectonly" target="object" title="Table 21" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab21" rid-ob="figobch2tab21"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab21/?report=thumb" src-large="/books/NBK578095/table/ch2.tab21/?report=previmg" alt="Table 21. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab21"><a href="/books/NBK578095/table/ch2.tab21/?report=objectonly" target="object" rid-ob="figobch2tab21">Table 21</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab22"><a href="/books/NBK578095/table/ch2.tab22/?report=objectonly" target="object" title="Table 22" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab22" rid-ob="figobch2tab22"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab22/?report=thumb" src-large="/books/NBK578095/table/ch2.tab22/?report=previmg" alt="Table 22. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab22"><a href="/books/NBK578095/table/ch2.tab22/?report=objectonly" target="object" rid-ob="figobch2tab22">Table 22</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.3"><h5>1.5.5.3. Theme 3: Challenges for parents</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab23"><a href="/books/NBK578095/table/ch2.tab23/?report=objectonly" target="object" title="Table 23" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab23" rid-ob="figobch2tab23"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab23/?report=thumb" src-large="/books/NBK578095/table/ch2.tab23/?report=previmg" alt="Table 23. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab23"><a href="/books/NBK578095/table/ch2.tab23/?report=objectonly" target="object" rid-ob="figobch2tab23">Table 23</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab24"><a href="/books/NBK578095/table/ch2.tab24/?report=objectonly" target="object" title="Table 24" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab24" rid-ob="figobch2tab24"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab24/?report=thumb" src-large="/books/NBK578095/table/ch2.tab24/?report=previmg" alt="Table 24. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab24"><a href="/books/NBK578095/table/ch2.tab24/?report=objectonly" target="object" rid-ob="figobch2tab24">Table 24</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab25"><a href="/books/NBK578095/table/ch2.tab25/?report=objectonly" target="object" title="Table 25" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab25" rid-ob="figobch2tab25"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab25/?report=thumb" src-large="/books/NBK578095/table/ch2.tab25/?report=previmg" alt="Table 25. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab25"><a href="/books/NBK578095/table/ch2.tab25/?report=objectonly" target="object" rid-ob="figobch2tab25">Table 25</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab26"><a href="/books/NBK578095/table/ch2.tab26/?report=objectonly" target="object" title="Table 26" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab26" rid-ob="figobch2tab26"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab26/?report=thumb" src-large="/books/NBK578095/table/ch2.tab26/?report=previmg" alt="Table 26. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab26"><a href="/books/NBK578095/table/ch2.tab26/?report=objectonly" target="object" rid-ob="figobch2tab26">Table 26</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab27"><a href="/books/NBK578095/table/ch2.tab27/?report=objectonly" target="object" title="Table 27" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab27" rid-ob="figobch2tab27"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab27/?report=thumb" src-large="/books/NBK578095/table/ch2.tab27/?report=previmg" alt="Table 27. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab27"><a href="/books/NBK578095/table/ch2.tab27/?report=objectonly" target="object" rid-ob="figobch2tab27">Table 27</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab28"><a href="/books/NBK578095/table/ch2.tab28/?report=objectonly" target="object" title="Table 28" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab28" rid-ob="figobch2tab28"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab28/?report=thumb" src-large="/books/NBK578095/table/ch2.tab28/?report=previmg" alt="Table 28. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab28"><a href="/books/NBK578095/table/ch2.tab28/?report=objectonly" target="object" rid-ob="figobch2tab28">Table 28</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.4"><h5>1.5.5.4. Theme 4: Healthcare professionals</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab29"><a href="/books/NBK578095/table/ch2.tab29/?report=objectonly" target="object" title="Table 29" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab29" rid-ob="figobch2tab29"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab29/?report=thumb" src-large="/books/NBK578095/table/ch2.tab29/?report=previmg" alt="Table 29. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab29"><a href="/books/NBK578095/table/ch2.tab29/?report=objectonly" target="object" rid-ob="figobch2tab29">Table 29</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab30"><a href="/books/NBK578095/table/ch2.tab30/?report=objectonly" target="object" title="Table 30" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab30" rid-ob="figobch2tab30"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab30/?report=thumb" src-large="/books/NBK578095/table/ch2.tab30/?report=previmg" alt="Table 30. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab30"><a href="/books/NBK578095/table/ch2.tab30/?report=objectonly" target="object" rid-ob="figobch2tab30">Table 30</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab31"><a href="/books/NBK578095/table/ch2.tab31/?report=objectonly" target="object" title="Table 31" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab31" rid-ob="figobch2tab31"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab31/?report=thumb" src-large="/books/NBK578095/table/ch2.tab31/?report=previmg" alt="Table 31. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab31"><a href="/books/NBK578095/table/ch2.tab31/?report=objectonly" target="object" rid-ob="figobch2tab31">Table 31</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab32"><a href="/books/NBK578095/table/ch2.tab32/?report=objectonly" target="object" title="Table 32" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab32" rid-ob="figobch2tab32"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab32/?report=thumb" src-large="/books/NBK578095/table/ch2.tab32/?report=previmg" alt="Table 32. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab32"><a href="/books/NBK578095/table/ch2.tab32/?report=objectonly" target="object" rid-ob="figobch2tab32">Table 32</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.5"><h5>1.5.5.5. Theme 5: Schools</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab33"><a href="/books/NBK578095/table/ch2.tab33/?report=objectonly" target="object" title="Table 33" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab33" rid-ob="figobch2tab33"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab33/?report=thumb" src-large="/books/NBK578095/table/ch2.tab33/?report=previmg" alt="Table 33. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab33"><a href="/books/NBK578095/table/ch2.tab33/?report=objectonly" target="object" rid-ob="figobch2tab33">Table 33</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab34"><a href="/books/NBK578095/table/ch2.tab34/?report=objectonly" target="object" title="Table 34" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab34" rid-ob="figobch2tab34"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab34/?report=thumb" src-large="/books/NBK578095/table/ch2.tab34/?report=previmg" alt="Table 34. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab34"><a href="/books/NBK578095/table/ch2.tab34/?report=objectonly" target="object" rid-ob="figobch2tab34">Table 34</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab35"><a href="/books/NBK578095/table/ch2.tab35/?report=objectonly" target="object" title="Table 35" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab35" rid-ob="figobch2tab35"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab35/?report=thumb" src-large="/books/NBK578095/table/ch2.tab35/?report=previmg" alt="Table 35. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab35"><a href="/books/NBK578095/table/ch2.tab35/?report=objectonly" target="object" rid-ob="figobch2tab35">Table 35</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab36"><a href="/books/NBK578095/table/ch2.tab36/?report=objectonly" target="object" title="Table 36" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab36" rid-ob="figobch2tab36"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab36/?report=thumb" src-large="/books/NBK578095/table/ch2.tab36/?report=previmg" alt="Table 36. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab36"><a href="/books/NBK578095/table/ch2.tab36/?report=objectonly" target="object" rid-ob="figobch2tab36">Table 36</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab37"><a href="/books/NBK578095/table/ch2.tab37/?report=objectonly" target="object" title="Table 37" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab37" rid-ob="figobch2tab37"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab37/?report=thumb" src-large="/books/NBK578095/table/ch2.tab37/?report=previmg" alt="Table 37. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab37"><a href="/books/NBK578095/table/ch2.tab37/?report=objectonly" target="object" rid-ob="figobch2tab37">Table 37</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.6"><h5>1.5.5.6. Theme 6: Services</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab38"><a href="/books/NBK578095/table/ch2.tab38/?report=objectonly" target="object" title="Table 38" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab38" rid-ob="figobch2tab38"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab38/?report=thumb" src-large="/books/NBK578095/table/ch2.tab38/?report=previmg" alt="Table 38. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab38"><a href="/books/NBK578095/table/ch2.tab38/?report=objectonly" target="object" rid-ob="figobch2tab38">Table 38</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab39"><a href="/books/NBK578095/table/ch2.tab39/?report=objectonly" target="object" title="Table 39" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab39" rid-ob="figobch2tab39"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab39/?report=thumb" src-large="/books/NBK578095/table/ch2.tab39/?report=previmg" alt="Table 39. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab39"><a href="/books/NBK578095/table/ch2.tab39/?report=objectonly" target="object" rid-ob="figobch2tab39">Table 39</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab40"><a href="/books/NBK578095/table/ch2.tab40/?report=objectonly" target="object" title="Table 40" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab40" rid-ob="figobch2tab40"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab40/?report=thumb" src-large="/books/NBK578095/table/ch2.tab40/?report=previmg" alt="Table 40. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab40"><a href="/books/NBK578095/table/ch2.tab40/?report=objectonly" target="object" rid-ob="figobch2tab40">Table 40</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div><div id="ch2.s1.5.5.7"><h5>1.5.5.7. Theme 7: Methods of providing information and support</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab41"><a href="/books/NBK578095/table/ch2.tab41/?report=objectonly" target="object" title="Table 41" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab41" rid-ob="figobch2tab41"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab41/?report=thumb" src-large="/books/NBK578095/table/ch2.tab41/?report=previmg" alt="Table 41. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab41"><a href="/books/NBK578095/table/ch2.tab41/?report=objectonly" target="object" rid-ob="figobch2tab41">Table 41</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab42"><a href="/books/NBK578095/table/ch2.tab42/?report=objectonly" target="object" title="Table 42" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab42" rid-ob="figobch2tab42"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab42/?report=thumb" src-large="/books/NBK578095/table/ch2.tab42/?report=previmg" alt="Table 42. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab42"><a href="/books/NBK578095/table/ch2.tab42/?report=objectonly" target="object" rid-ob="figobch2tab42">Table 42</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab43"><a href="/books/NBK578095/table/ch2.tab43/?report=objectonly" target="object" title="Table 43" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab43" rid-ob="figobch2tab43"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab43/?report=thumb" src-large="/books/NBK578095/table/ch2.tab43/?report=previmg" alt="Table 43. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab43"><a href="/books/NBK578095/table/ch2.tab43/?report=objectonly" target="object" rid-ob="figobch2tab43">Table 43</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figch2tab44"><a href="/books/NBK578095/table/ch2.tab44/?report=objectonly" target="object" title="Table 44" class="img_link icnblk_img figpopup" rid-figpopup="figch2tab44" rid-ob="figobch2tab44"><img class="small-thumb" src="/books/NBK578095/table/ch2.tab44/?report=thumb" src-large="/books/NBK578095/table/ch2.tab44/?report=previmg" alt="Table 44. Summary of evidence." /></a><div class="icnblk_cntnt"><h4 id="ch2.tab44"><a href="/books/NBK578095/table/ch2.tab44/?report=objectonly" target="object" rid-ob="figobch2tab44">Table 44</a></h4><p class="float-caption no_bottom_margin">Summary of evidence. </p></div></div></div></div></div><div id="ch2.s1.6"><h3>1.6. Economic evidence</h3><div id="ch2.s1.6.1"><h4>1.6.1. Included studies</h4><p>No relevant health economic studies were identified.</p></div><div id="ch2.s1.6.2"><h4>1.6.2. Excluded studies</h4><p>No health economic studies that were relevant to this question were excluded due to assessment of limited applicability or methodological limitations.</p><p>See also the health economic study selection flow chart in <a href="#ch2.appe">Appendix E</a>:</p></div></div><div id="ch2.s1.7"><h3>1.7. Resource impact</h3><p>We do not expect recommendations resulting from this review area to have a significant impact on resources.</p></div><div id="ch2.s1.8"><h3>1.8. Evidence statements</h3><div id="ch2.s1.8.1"><h4>1.8.1. Clinical evidence statements</h4><ul id="ch2.l2"><li id="ch2.lt5" class="half_rhythm"><div>See <a href="#ch2.s1.5.4.1">section 1.5.4.1</a></div></li></ul></div><div id="ch2.s1.8.2"><h4>1.8.2. Health economic evidence statements</h4><ul id="ch2.l3"><li id="ch2.lt6" class="half_rhythm"><div>No relevant economic evaluations were identified.</div></li></ul></div></div><div id="ch2.s1.9"><h3>1.9. The committee’s discussion of the evidence</h3><div id="ch2.s1.9.1"><h4>1.9.1. Interpreting the evidence</h4><div id="ch2.s1.9.1.1"><h5>1.9.1.1. The quality of the evidence</h5><p>For many of the subthemes, a large amount of evidence was identified. Most of the evidence was of low to moderate quality, with one review theme of very low quality. There were mainly only minor concerns about the coherence of the themes. Many of the themes had moderate concerns about methodological limitations and the adequacy of the data, which was mainly related to the richness of the data. Many of the themes were only partially applicable to the population and setting of this review. The studies were all conducted in a population of people with ADHD, or in carers, healthcare professionals or teachers who supported people with ADHD. The majority of studies were conducted within Canada, the USA, Australia and the UK. Although Canada and Australia have similar healthcare systems to the UK, the USA does not. This was taken into account when assessing the applicability of the themes around the delivery of services. The committee were in agreement that the subthemes presented were consistent with their own clinical experiences.</p></div><div id="ch2.s1.9.1.2"><h5>1.9.1.2. Themes identified in the evidence synthesis</h5><div id="ch2.s1.9.1.2.1"><h5>Information and support</h5><p>The committee identified a number of themes that merited recommendations. In studies included in the review, people discussed the impact of ADHD, and of having a diagnosis of ADHD, on their lives as being pervasive and having a mixture of benefits and harms. The committee felt it was important for this to be discussed openly with people at the point of diagnosis.</p><p>People noted that they frequently felt they had insufficient support and that this was at least partially due to a lack of awareness of what support was available. The committee chose to recommend that healthcare professionals are aware of and able to direct people to local services (for example charitable organisations, focus groups). The opportunity for parents of children with ADHD to participate in group support was highlighted in the evidence review. The review also highlighted that adults diagnosed later in their lives could have particular difficulties related to their emotional wellbeing and quality of life. The committee agreed that similarly to children and young people being diagnosed with ADHD, newly diagnosed adults could benefit from both emotional support and practical advice.</p><p>People noted that they wanted more information about ADHD at their diagnosis. While the committee felt that this would be standard practice for any condition, as would referral to the appropriate support group, the committee emphasised the association of ADHD with additional and co existing conditions including risky behaviour, learning difficulties and problems with relationships and the need to specifically elicit concerns in these areas. They felt that it was important for people with ADHD and their families to be aware of the association of ADHD with other conditions and behaviour, based on their experience.</p><p>The committee noted that people with ADHD sometimes worry that treatment may change their personality. They discussed that it was important to acknowledge that with medication their behaviour may change and the way they are perceived and talk about the consequences of this for the person and the impact on adherence.</p><p>While not identified in the review, the committee also felt that it was important that people with ADHD were made aware of certain legal aspects of their condition, including their rights to reasonable adjustments and, at an appropriate age, their obligations with regards to driving.</p><p>The committee also noted that while these recommendations principally pertained to people who received a diagnosis of ADHD, that people who are assessed for but not diagnosed with ADHD may have many of the same needs. It is beyond the scope of this guideline to aim specific recommendations at this group, the committee chose to recommend that healthcare professionals ensure that this group is supported appropriately to their condition, for instance by directing them to other healthcare professionals or for further assessment if required.</p><p>The previous guideline included recommendations on the involvement of schools and specific support to be provided to the family and carers. While there was little information specifically on the types of information and support needed for these groups in the evidence review, the review certainly identified schools, families and carers as groups that required support and involvement. The committee made consensus based recommendations informed by the previous guideline and their own experience on the types of support and involvement that would be appropriate for schools, family and carers. The committee discussed that contact with schools and college was good current practice and would usually be delivered by an ADHD nurse specialist, but could be another ADHD specialist within the multidisciplinary team. The specialist works with the schools and colleges to advise on environmental modifications and to liaise with about progress of treatments and impact of ADHD symptoms.</p></div><div id="ch2.s1.9.1.2.2"><h5>Methods of information and support</h5><p>The committee noted that the review themes suggested that people generally found information and support most useful if it was available in both oral and written form. People with ADHD also requested direction to appropriate and useful online resources. Finally people said they appreciated the support available from groups in which other people or families dealing with ADHD could discuss their experiences. The committee therefore recommended that healthcare professionals should make people aware of sources of support and additional information. For more information see <a href="/books/n/niceng87er7/?report=reader" class="toc-item">evidence report G</a> on adherence to treatment.</p></div></div></div><div id="ch2.s1.9.2"><h4>1.9.2. Cost effectiveness and resource use</h4><p>No economic evidence was identified for this question.</p><p>The committee wanted to outline some general principles of care that would allow appropriate information and support to be provided to people with ADHD, their families, and their teachers (if children). Information can be provided in a variety of formats (written, verbal) and should be tailored to the individual because of the condition. Providing appropriate information and making sure the patient and their families/carers (as well as teachers) are involved in treatment decisions, and understand the impact of the condition, can aid in maximising the benefit from any treatment and allow the patient/families/carers to feel supported.</p><p>These recommendations are unlikely to have a large resource impact.</p></div><div id="ch2.s1.9.3"><h4>1.9.3. Other factors the committee took into account</h4><p>The committee noted that many of the themes identified by people with ADHD were not specific to ADHD and were included in generic NICE guidance on communication or in guidelines on similar conditions. The committee chose to cross refer to the following guidelines on communication (Service user experience in adult mental health, Patient experience in adult NHS services and Medicines adherence: involving patients in decisions about prescribed medicines and supporting adherence) for further information. The committee also cross referred to the NICE guideline on <a href="https://www.nice.org.uk/guidance/cg158" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">antisocial behaviour and conduct disorder in children and young people</a>, they endorsed the recommendations on the general principles of care in this guideline and how they applied to people with ADHD. General concepts in the above guidelines that applied to the ADHD population included the need for shared decision making to the level preferred by any individual person, involvement of their family and carers as appropriate and making efforts to understand a person as an individual.</p><p>The committee acknowledged the depth and richness of the evidence identified but also considered it was important to supplement the recommendations with examples from their experience that were important to highlight (for example the clear advice on driving). They agreed that these examples were more current and relevant to the UK population.</p><p>The committee noted that in some areas there may be challenges with the way services are currently commissioned in terms of achieving certain recommendations, for example some areas offer little in the way of services for adults and therefore transition and continuity of care can be challenging. The committee acknowledged this but agreed that the recommendations are important and justified principles which should guide the ongoing development and commissioning of services.</p><p>The committee noted the importance of healthcare professionals bearing in mind the impact of ADHD on people’s abilities to engage with services and keep appointments. They agreed that more so than in other conditions, failure to attend appointments is frequently a sign of the impact of a person’s condition rather than a lack of interest or importance placed on attendance.</p></div></div></div><div id="ch2.rl.r1"><h2 id="_ch2_rl_r1_">References</h2><dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>1.</dt><dd><div class="bk_ref" id="ch2.ref1">Ahmed
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M. Attitudes toward stimulant treatment of offspring of adult patients with attention-deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology. 2017; Epublication [<a href="https://pubmed.ncbi.nlm.nih.gov/28422527" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28422527</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>25.</dt><dd><div class="bk_ref" id="ch2.ref25">Carpenter-Song
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SL. College students’ acceptance of potential treatments for ADHD. Psychological Reports. 2005; 97(1):258–264 [<a href="https://pubmed.ncbi.nlm.nih.gov/16279332" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16279332</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>27.</dt><dd><div class="bk_ref" id="ch2.ref27">Charach
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A, Skyba
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L, Antle
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BJ. Using stimulant medication for children with ADHD: what do parents say? A brief report. Journal of the Canadian Academy of Child & Adolescent Psychiatry. 2006; 15(2):75–83 [<a href="/pmc/articles/PMC2277288/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2277288</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18392197" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18392197</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>28.</dt><dd><div class="bk_ref" id="ch2.ref28">Charach
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A, Volpe
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T, Boydell
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KM, Gearing
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RE. A theoretical approach to medication adherence for children and youth with psychiatric disorders. Harvard Review of Psychiatry. 2008; 16(2):126–135 [<a href="https://pubmed.ncbi.nlm.nih.gov/18415884" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18415884</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>29.</dt><dd><div class="bk_ref" id="ch2.ref29">Charach
|
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A, Yeung
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E, Volpe
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T, Goodale
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T, Dosreis
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S. Exploring stimulant treatment in ADHD: narratives of young adolescents and their parents. BMC Psychiatry. 2014; 14:110 [<a href="/pmc/articles/PMC3996107/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3996107</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24725829" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24725829</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>30.</dt><dd><div class="bk_ref" id="ch2.ref30">Cheung
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KK, Wong
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IC, Ip
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P, Chan
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PK, Lin
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CH, Wong
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LY
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et al. Experiences of adolescents and young adults with ADHD in Hong Kong: treatment services and clinical management. BMC Psychiatry. 2015; 15:95 [<a href="/pmc/articles/PMC4459071/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4459071</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25927845" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25927845</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>31.</dt><dd><div class="bk_ref" id="ch2.ref31">Clarke
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JN. Surplus suffering: The search for help when a child has mental-health issues. Child & Family Social Work. 2013; 18(2):217–225</div></dd></dl><dl class="bkr_refwrap"><dt>32.</dt><dd><div class="bk_ref" id="ch2.ref32">Clarke
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JN, Lang
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L. Mothers whose children have ADD/ADHD discuss their children’s medication use: An investigation of blogs. Social Work in Health Care. 2012; 51(5):402–416 [<a href="https://pubmed.ncbi.nlm.nih.gov/22583027" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22583027</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>33.</dt><dd><div class="bk_ref" id="ch2.ref33">Clay
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D, Farris
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K, McCarthy
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AM, Kelly
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MW, Howarth
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R. Family perceptions of medication administration at school: errors, risk factors, and consequences. Journal of School Nursing. 2008; 24(2):95–102 [<a href="https://pubmed.ncbi.nlm.nih.gov/18363445" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18363445</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>34.</dt><dd><div class="bk_ref" id="ch2.ref34">Coletti
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DJ, Pappadopulos
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E, Katsiotas
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NJ, Berest
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A, Jensen
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PS, Kafantaris
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V. Parent perspectives on the decision to initiate medication treatment of attention-deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology. 2012; 22(3):226–237 [<a href="/pmc/articles/PMC3374352/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3374352</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22537185" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22537185</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>35.</dt><dd><div class="bk_ref" id="ch2.ref35">Cooper
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P, Shea
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T. Pupils’ perceptions of AD/HD. Emotional & Behavioural Difficulties. 1998; 3(3):36–48</div></dd></dl><dl class="bkr_refwrap"><dt>36.</dt><dd><div class="bk_ref" id="ch2.ref36">Corcoran
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J, Schildt
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B, Hochbrueckner
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R, Abell
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J. Parents of children with attention deficit/hyperactivity disorder: A meta-synthesis, part I. Child & Adolescent Social Work Journal. 2016:1–55</div></dd></dl><dl class="bkr_refwrap"><dt>37.</dt><dd><div class="bk_ref" id="ch2.ref37">Cormier
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E. How parents make decisions to use medication to treat their child’s ADHD: a grounded theory study. Journal of the American Psychiatric Nurses Association. 2012; 18(6):345–356 [<a href="https://pubmed.ncbi.nlm.nih.gov/23149857" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23149857</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>38.</dt><dd><div class="bk_ref" id="ch2.ref38">Couture
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C, Royer
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E, Dupuis
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FA, Potvin
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P. Comparison of Quebec and British teachers’ beliefs about, training in and experience with attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties. 2003; 8(4):284–302</div></dd></dl><dl class="bkr_refwrap"><dt>39.</dt><dd><div class="bk_ref" id="ch2.ref39">Darredeau
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C, Barrett
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SP, Jardin
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B, Pihl
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RO. Patterns and predictors of medication compliance, diversion, and misuse in adult prescribed methylphenidate users. Human Psychopharmacology. 2007; 22(8):529–536 [<a href="https://pubmed.ncbi.nlm.nih.gov/17910020" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17910020</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>40.</dt><dd><div class="bk_ref" id="ch2.ref40">Davis-Berman
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JL, Pestello
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FG. Medicating for ADD/ADHD: Personal and social issues. International Journal of Mental Health and Addiction. 2010; 8(3):482–492</div></dd></dl><dl class="bkr_refwrap"><dt>41.</dt><dd><div class="bk_ref" id="ch2.ref41">Davis
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CC, Claudius
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M, Palinkas
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LA, Wong
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JB, Leslie
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LK. Putting families in the center: family perspectives on decision making and ADHD and implications for ADHD care. Journal of Attention Disorders. 2012; 16(8):675–684 [<a href="https://pubmed.ncbi.nlm.nih.gov/21976032" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21976032</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>42.</dt><dd><div class="bk_ref" id="ch2.ref42">Deane
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H, Young
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S. Navigating adolescence: an epidemiological follow-up of adaptive functioning in girls with childhood ADHD symptoms and conduct disorder. Journal of Attention Disorders. 2014; 18(1):44–51 [<a href="https://pubmed.ncbi.nlm.nih.gov/22544385" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22544385</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>43.</dt><dd><div class="bk_ref" id="ch2.ref43">Dennis
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T, Davis
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M, Johnson
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U, Brooks
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H, Humbi
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A. Attention deficit hyperactivity disorder: parents’ and professionals’ perceptions. Community Practitioner. 2008; 81(3):24–28 [<a href="https://pubmed.ncbi.nlm.nih.gov/18416405" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18416405</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>44.</dt><dd><div class="bk_ref" id="ch2.ref44">DosReis
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S, Barksdale
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CL, Sherman
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A, Maloney
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K, Charach
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A. Stigmatizing experiences of parents of children with a new diagnosis of ADHD. Psychiatric Services. 2010; 61(8):811–816 [<a href="https://pubmed.ncbi.nlm.nih.gov/20675840" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20675840</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>45.</dt><dd><div class="bk_ref" id="ch2.ref45">DosReis
|
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S, Mychailyszyn
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MP, Evans-Lacko
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SE, Beltran
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A, Riley
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AW, Myers
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MA. The meaning of attention-deficit/hyperactivity disorder medication and parents’ initiation and continuity of treatment for their child. Journal of Child and Adolescent Psychopharmacology. 2009; 19(4):377–383 [<a href="/pmc/articles/PMC2830211/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2830211</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19702489" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19702489</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>46.</dt><dd><div class="bk_ref" id="ch2.ref46">dosReis
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S, Mychailyszyn
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MP, Myers
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M, Riley
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AW. Coming to terms with ADHD: how urban African-American families come to seek care for their children. Psychiatric Services. 2007; 58(5):636–641 [<a href="https://pubmed.ncbi.nlm.nih.gov/17463344" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17463344</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>47.</dt><dd><div class="bk_ref" id="ch2.ref47">dosReis
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S, Myers
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MA. Parental attitudes and involvement in psychopharmacological treatment for ADHD: a conceptual model. International Review of Psychiatry. 2008; 20(2):135–141 [<a href="https://pubmed.ncbi.nlm.nih.gov/18386203" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18386203</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>48.</dt><dd><div class="bk_ref" id="ch2.ref48">Edwards
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C, Howlett
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E. Putting knowledge to trial: ‘ADHD parents’ and the evaluation of alternative therapeutic regimes. Social Science and Medicine. 2013; 81:34–41 [<a href="https://pubmed.ncbi.nlm.nih.gov/23422058" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23422058</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>49.</dt><dd><div class="bk_ref" id="ch2.ref49">Einarsdottir
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J. Teaching children with ADHD: Icelandic early childhood teachers’ perspectives. Early Child Development and Care. 2008; 178(4):375–397</div></dd></dl><dl class="bkr_refwrap"><dt>50.</dt><dd><div class="bk_ref" id="ch2.ref50">Eisenberg
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D, Schneider
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H. Perceptions of academic skills of children diagnosed with ADHD. Journal of Attention Disorders. 2007; 10(4):390–397 [<a href="https://pubmed.ncbi.nlm.nih.gov/17449838" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17449838</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>51.</dt><dd><div class="bk_ref" id="ch2.ref51">Elias
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R, White
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SW. Autism goes to college: understanding the needs of a student population on the rise. Journal of Autism and Developmental Disorders. 2017; Epublication [<a href="/pmc/articles/PMC5581732/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5581732</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28255760" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28255760</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>52.</dt><dd><div class="bk_ref" id="ch2.ref52">Emilsson
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M, Gustafsson
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PA, Ohnstrom
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G, Marteinsdottir
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I. Beliefs regarding medication and side effects influence treatment adherence in adolescents with attention deficit hyperactivity disorder. European Child and Adolescent Psychiatry. 2017; 26(5):559–571 [<a href="/pmc/articles/PMC5394130/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5394130</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27848023" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27848023</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>53.</dt><dd><div class="bk_ref" id="ch2.ref53">Faber
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A, Kalverdijk
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LJ, de Jong-van den Berg
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LT, Hugtenburg
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JG, Minderaa
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RB, Tobi
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H. Parents report on stimulant-treated children in the Netherlands: initiation of treatment and follow-up care. Journal of Child and Adolescent Psychopharmacology. 2006; 16(4):432–440 [<a href="https://pubmed.ncbi.nlm.nih.gov/16958568" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16958568</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>54.</dt><dd><div class="bk_ref" id="ch2.ref54">Fiks
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AG, Hughes
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CC, Gafen
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A, Guevara
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JP, Barg
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FK. Contrasting parents’ and pediatricians’ perspectives on shared decision-making in ADHD. Pediatrics. 2011; 127(1):e188–196 [<a href="/pmc/articles/PMC3010085/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3010085</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/21172996" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21172996</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>55.</dt><dd><div class="bk_ref" id="ch2.ref55">Firmin
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MW, Phillips
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DR, Wise
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JC. Perceptions and communications about ADHD and ODD behaviors in children with combined type attention deficit hyperactivity disorder. Children’s Health Care. 2002; 31(3):223–236</div></dd></dl><dl class="bkr_refwrap"><dt>57.</dt><dd><div class="bk_ref" id="ch2.ref57">Fleischmann
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A, Miller
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EC. Online narratives by adults with ADHD who were diagnosed in adulthood. Learning Disability Quarterly. 2013; 36(1):47–60</div></dd></dl><dl class="bkr_refwrap"><dt>58.</dt><dd><div class="bk_ref" id="ch2.ref58">Frank
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E, Ozon
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C, Nair
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V, Othee
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K. Examining why patients with attention-deficit/hyperactivity disorder lack adherence to medication over the long term: a review and analysis. Journal of Clinical Psychiatry. 2015; 76(11):e1459–1468 [<a href="https://pubmed.ncbi.nlm.nih.gov/26646041" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26646041</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>59.</dt><dd><div class="bk_ref" id="ch2.ref59">Friars
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P, Mellor
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D. Drop-out from parenting training programmes: a retrospective study. Journal of Child & Adolescent Mental Health. 2009; 21(1):29–38 [<a href="https://pubmed.ncbi.nlm.nih.gov/25859638" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25859638</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>60.</dt><dd><div class="bk_ref" id="ch2.ref60">Gallichan
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DJ, Curle
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C. Fitting square pegs into round holes: the challenge of coping with attention-deficit hyperactivity disorder. Clinical Child Psychology and Psychiatry. 2008; 13(3):343–363 [<a href="https://pubmed.ncbi.nlm.nih.gov/18783119" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18783119</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>61.</dt><dd><div class="bk_ref" id="ch2.ref61">Garro
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KE. “A massive long way”: interconnecting histories, a “special child,” ADHD, and everyday family life. Culture, Medicine and Psychiatry. 2009; 33(4):559–607 [<a href="/pmc/articles/PMC2759016/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2759016</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19787444" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19787444</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>62.</dt><dd><div class="bk_ref" id="ch2.ref62">Gau
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SS, Chiu
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CD, Shang
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CY, Cheng
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AT, Soong
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WT. Executive function in adolescence among children with attention-deficit/hyperactivity disorder in Taiwan. Journal of Developmental and Behavioral Pediatrics. 2009; 30(6):525–534 [<a href="https://pubmed.ncbi.nlm.nih.gov/19884851" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19884851</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>63.</dt><dd><div class="bk_ref" id="ch2.ref63">Gerdes
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AC, Lawton
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KE, Haack
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LM, Schneider
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BW. Latino parental help seeking for childhood ADHD. Administration and Policy in Mental Health. 2014; 41(4):503–513 [<a href="https://pubmed.ncbi.nlm.nih.gov/23539223" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23539223</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>64.</dt><dd><div class="bk_ref" id="ch2.ref64">Ghanizadeh
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A, Zarei
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N. Are GPs adequately equipped with the knowledge for educating and counseling of families with ADHD children?
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M, Fisher
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DB, Holman
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CD. “It has to be fixed”: a qualitative inquiry into perceived ADHD behaviour among affected individuals and parents in Western Australia. BMC Health Services Research. 2016; 16:141 [<a href="/pmc/articles/PMC4840935/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4840935</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27101981" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27101981</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>66.</dt><dd><div class="bk_ref" id="ch2.ref66">Ginsberg
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R, Moore
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DA, Cooper
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P, Russell
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AE, Richardson
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|
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R, Moore
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DA, Garside
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R, Richardson
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M, Thompson-Coon
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J, Rogers
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U, Klingberg
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G, Reichenberg
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K, Möller
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DL, Hansen
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SL, Anckarsater
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WJ, Reid
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LJ, Janssen
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MM, Oehlen
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EM, Feely
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T. “I have always felt different”: the experience of attention-deficit/hyperactivity disorder in childhood. Journal of Pediatric Nursing. 2008; 23(1):49–57 [<a href="https://pubmed.ncbi.nlm.nih.gov/18207047" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18207047</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>166.</dt><dd><div class="bk_ref" id="ch2.ref166">Shaw
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G. A qualitative study of Australian GPs’ attitudes and practices in the diagnosis and management of attention-deficit/hyperactivity disorder (ADHD). Family Practice. 2003; 20(2):129–134 [<a href="https://pubmed.ncbi.nlm.nih.gov/12651785" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12651785</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>167.</dt><dd><div class="bk_ref" id="ch2.ref167">Sikirica
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L, Valentine
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CJ, Groom
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B, Carpenter
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E. The caregivers’ perspectives of burden before and after an internet-based intervention of young persons with ADHD or autism spectrum disorder. Scandinavian Journal of Occupational Therapy. 2017; Epublication [<a href="https://pubmed.ncbi.nlm.nih.gov/28140737" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28140737</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>176.</dt><dd><div class="bk_ref" id="ch2.ref176">Solberg
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SC. Patient-centered design of an information management module for a personally controlled health record. Journal of Medical Internet Research. 2010; 12(3):e36 [<a href="/pmc/articles/PMC2956329/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2956329</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/20805091" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20805091</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>178.</dt><dd><div class="bk_ref" id="ch2.ref178">Srignanasoundari
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N. A study to assess the knowledge on attention deficit hyperactivity disorder among primary school teachers at selected schools of Kancheepuram District, Tamilnadu. International Journal of Nursing Education. 2016; 8(4):66–70</div></dd></dl><dl class="bkr_refwrap"><dt>179.</dt><dd><div class="bk_ref" id="ch2.ref179">Stroh
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S. The use of stimulant medication and behavioral interventions for the treatment of attention deficit hyperactivity disorder: A survey of parents? knowledge, attitudes, and experiences. Journal of Child and Family Studies. 2008; 17(3):385–401</div></dd></dl><dl class="bkr_refwrap"><dt>180.</dt><dd><div class="bk_ref" id="ch2.ref180">Surman
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J. Adults with ADHD and sleep complaints: a pilot study identifying sleep-disordered breathing using polysomnography and sleep quality assessment. Journal of Attention Disorders. 2006; 9(3):550–555 [<a href="https://pubmed.ncbi.nlm.nih.gov/16481672" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16481672</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>181.</dt><dd><div class="bk_ref" id="ch2.ref181">Swift
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KD, Hall
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C. Transition to adult mental health services for young people with attention deficit/hyperactivity disorder (ADHD): a qualitative analysis of their experiences. BMC Psychiatry. 2013; 13:74 [<a href="/pmc/articles/PMC3605266/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3605266</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23497082" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23497082</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>182.</dt><dd><div class="bk_ref" id="ch2.ref182">Tatlow-Golden
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F. What do general practitioners know about ADHD? Attitudes and knowledge among first-contact gatekeepers: systematic narrative review. BMC Family Practice. 2016; 17:129 [<a href="/pmc/articles/PMC5013633/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5013633</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27605006" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27605006</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>183.</dt><dd><div class="bk_ref" id="ch2.ref183">Taylor
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K. A qualitative process evaluation of a randomised controlled trial of a parenting intervention in community (school) settings for children at risk of attention deficit hyperactivity disorder (ADHD). BMC Psychiatry. 2015; 15:290 [<a href="/pmc/articles/PMC4650489/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4650489</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26578326" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26578326</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>184.</dt><dd><div class="bk_ref" id="ch2.ref184">Taylor
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S. To medicate or not to medicate? The decision-making process of Western Australian parents following their child’s diagnosis with an attention deficit hyperactivity disorder. International Journal of Disability, Development and Education. 2006; 53(1):111–128</div></dd></dl><dl class="bkr_refwrap"><dt>185.</dt><dd><div class="bk_ref" id="ch2.ref185">Thiruchelvam
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RJ. Moderators and mediators of long-term adherence to stimulant treatment in children with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry. 2001; 40(8):922–928 [<a href="https://pubmed.ncbi.nlm.nih.gov/11501692" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 11501692</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>186.</dt><dd><div class="bk_ref" id="ch2.ref186">Travell
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J. ADHD does bad stuff to you’: young people’s and parents’ experiences and perceptions of Attention Deficit Hyperactivity Disorder (ADHD). Emotional & Behavioural Difficulties. 2006; 11(3):205–216</div></dd></dl><dl class="bkr_refwrap"><dt>187.</dt><dd><div class="bk_ref" id="ch2.ref187">Varley
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CK. Perspectives of adolescents with attention-deficit hyperactivity disorder do matter. Journal of Adolescent Health. 2011; 49(1):1–2 [<a href="https://pubmed.ncbi.nlm.nih.gov/21700147" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21700147</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>188.</dt><dd><div class="bk_ref" id="ch2.ref188">Waite
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M. ADHD among a cohort of ethnic minority women. Women and Health. 2010; 50(1):71–87 [<a href="https://pubmed.ncbi.nlm.nih.gov/20349396" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20349396</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>189.</dt><dd><div class="bk_ref" id="ch2.ref189">Wallace
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N. The perceptions of mothers of sons with ADHD. ANZJFT Australian and New Zealand Journal of Family Therapy. 2005; 26(4):193–199</div></dd></dl><dl class="bkr_refwrap"><dt>190.</dt><dd><div class="bk_ref" id="ch2.ref190">Wan
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JWK. The subjective experiences of attention deficit/hyperactivity disorder of Chinese families in Hong Kong: co-construction of meanings in multiple family groups. Health and Social Work. 2016; 41(3):164–172 [<a href="/pmc/articles/PMC4985880/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4985880</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29206949" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29206949</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>191.</dt><dd><div class="bk_ref" id="ch2.ref191">Wiener
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J, Daniels
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L. School experiences of adolescents with attention-deficit/hyperactivity disorder. Journal of Learning Disabilities. 2016; 49(6):567–581 [<a href="https://pubmed.ncbi.nlm.nih.gov/25795542" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25795542</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>192.</dt><dd><div class="bk_ref" id="ch2.ref192">Wilkes-Gillan
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S, Bundy
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R, Lincoln
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M, Hancock
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N. Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD. British Journal of Occupational Therapy. 2015; 78(10):644–652</div></dd></dl><dl class="bkr_refwrap"><dt>193.</dt><dd><div class="bk_ref" id="ch2.ref193">Wilkinson
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S, Harvey
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WJ, Bloom
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GA, Joober
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N. Student teacher experiences in a service-learning project for children with attention-deficit hyperactivity disorder. Physical Education and Sport Pedagogy. 2013; 18(5):475–491</div></dd></dl><dl class="bkr_refwrap"><dt>194.</dt><dd><div class="bk_ref" id="ch2.ref194">Williams
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NJ, Harries
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AM. Gaining control: A new perspective on the parenting of children with AD/HD. Qualitative Research in Psychology. 2014; 11(3):277–297</div></dd></dl><dl class="bkr_refwrap"><dt>195.</dt><dd><div class="bk_ref" id="ch2.ref195">Williamson
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C. Gender differences in adults with attention-deficit/hyperactivity disorder: A narrative review. Clinical Psychology Review. 2015; 40:15–27 [<a href="https://pubmed.ncbi.nlm.nih.gov/26046624" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26046624</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>196.</dt><dd><div class="bk_ref" id="ch2.ref196">Williamson
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ME, Bussing
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R. Analysis of critical incidents and shifting perspectives: transitions in illness careers among adolescents with ADHD. Qualitative Health Research. 2009; 19(3):352–365 [<a href="/pmc/articles/PMC3623297/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3623297</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19224878" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19224878</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>197.</dt><dd><div class="bk_ref" id="ch2.ref197">Winter
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H, Moncrieff
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E. “Because you’re worth it”: A discourse analysis of the gendered rhetoric of the ADHD woman. Qualitative Research in Psychology. 2015; 12(4):415–434</div></dd></dl><dl class="bkr_refwrap"><dt>198.</dt><dd><div class="bk_ref" id="ch2.ref198">Wright
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SF. “A little understood solution to a vaguely defined problem”: Parental perceptions of Ritalin. Educational and Child Psychology. 1997; 14(1):50–59</div></dd></dl><dl class="bkr_refwrap"><dt>199.</dt><dd><div class="bk_ref" id="ch2.ref199">Young
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E. The experience of receiving a diagnosis and treatment of ADHD in adulthood: a qualitative study of clinically referred patients using interpretative phenomenological analysis. Journal of Attention Disorders. 2008; 11(4):493–503 [<a href="https://pubmed.ncbi.nlm.nih.gov/17712173" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17712173</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>200.</dt><dd><div class="bk_ref" id="ch2.ref200">Young
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S, Chesney
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D, Misch
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P, Collins
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P. A qualitative study exploring the life-course experiences of young offenders with symptoms and signs of ADHD who were detained in a residential care setting. Criminal Behaviour and Mental Health. 2009; 19(1):54–63 [<a href="https://pubmed.ncbi.nlm.nih.gov/19172638" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19172638</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>201.</dt><dd><div class="bk_ref" id="ch2.ref201">Young
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S, Gray
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J. A phenomenological analysis of the experience of receiving a diagnosis and treatment of ADHD in adulthood: a partner’s perspective. Journal of Attention Disorders. 2009; 12(4):299–307 [<a href="https://pubmed.ncbi.nlm.nih.gov/18276840" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18276840</span></a>]</div></dd></dl><dl class="bkr_refwrap"><dt>202.</dt><dd><div class="bk_ref" id="ch2.ref202">Zhang
|
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D, Chan
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CYH, Chan
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JCY, Ting
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KT
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et al. Mindfulness-based intervention for Chinese children with adhd and their parents: A pilot mixed-method study. Mindfulness. 2016; Epublication</div></dd></dl></dl></div><div id="appendixesappgroup2"><h2 id="_appendixesappgroup2_">Appendices</h2><div id="ch2.appa"><h3>Appendix A. Review protocols</h3><p id="ch2.appa.tab1"><a href="/books/NBK578095/table/ch2.appa.tab1/?report=objectonly" target="object" rid-ob="figobch2appatab1" class="figpopup">Table 45. Review protocol: Information and support for people with ADHD</a></p><p id="ch2.appa.tab2"><a href="/books/NBK578095/table/ch2.appa.tab2/?report=objectonly" target="object" rid-ob="figobch2appatab2" class="figpopup">Table 46. Health economic review protocol</a></p></div><div id="ch2.appb"><h3>Appendix B. Literature search strategies</h3><p>The literature searches for this review are detailed below and complied with the methodology outlined in Developing NICE guidelines: the manual, Oct 2014, updated 2017</p><p>
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<a href="https://www.nice.org.uk/guidance/pmg20/resources/developing-nice-guidelines-the-manual-pdf-72286708700869" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">https://www.nice.org.uk/guidance/pmg20/resources/developing-nice-guidelines-the-manual-pdf-72286708700869</a>
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</p><p><i>For more detailed information, please see the</i> Methodology <i>Review</i>.</p><div id="ch2.appb.s1"><h4>B.1. Clinical search literature search strategy</h4><p>Searches for patient views were run in Medline (OVID), Embase (OVID), CINAHL, Current Nursing and Allied Health Literature (EBSCO) and PsycINFO (ProQuest). Search filters were applied to the search where appropriate.</p><p id="ch2.appb.tab1"><a href="/books/NBK578095/table/ch2.appb.tab1/?report=objectonly" target="object" rid-ob="figobch2appbtab1" class="figpopup">Table 47. Database date parameters and filters used</a></p><p id="ch2.appb.tab2"><a href="/books/NBK578095/table/ch2.appb.tab2/?report=objectonly" target="object" rid-ob="figobch2appbtab2" class="figpopup">Medline (Ovid) search terms</a></p><p id="ch2.appb.tab3"><a href="/books/NBK578095/table/ch2.appb.tab3/?report=objectonly" target="object" rid-ob="figobch2appbtab3" class="figpopup">Embase (Ovid) search terms</a></p><p id="ch2.appb.tab4"><a href="/books/NBK578095/table/ch2.appb.tab4/?report=objectonly" target="object" rid-ob="figobch2appbtab4" class="figpopup">CINAHL (EBSCO) search terms</a></p><p id="ch2.appb.tab5"><a href="/books/NBK578095/table/ch2.appb.tab5/?report=objectonly" target="object" rid-ob="figobch2appbtab5" class="figpopup">PsycINFO (ProQuest) search terms</a></p></div><div id="ch2.appb.s2"><h4>B.2. Health Economics literature search strategy</h4><p>Health economic evidence was identified by conducting a broad search relating to ADHD population in NHS Economic Evaluation Database (NHS EED – this ceased to be updated after March 2015) and the Health Technology Assessment database (HTA) with no date restrictions. NHS EED and HTA databases are hosted by the Centre for Research and Dissemination (CRD). Additional searches were run on Medline and Embase.</p><p id="ch2.appb.tab6"><a href="/books/NBK578095/table/ch2.appb.tab6/?report=objectonly" target="object" rid-ob="figobch2appbtab6" class="figpopup">Table 48. Database date parameters and filters used</a></p><p id="ch2.appb.tab7"><a href="/books/NBK578095/table/ch2.appb.tab7/?report=objectonly" target="object" rid-ob="figobch2appbtab7" class="figpopup">Medline (Ovid) search terms</a></p><p id="ch2.appb.tab8"><a href="/books/NBK578095/table/ch2.appb.tab8/?report=objectonly" target="object" rid-ob="figobch2appbtab8" class="figpopup">Embase (Ovid) search terms</a></p><p id="ch2.appb.tab9"><a href="/books/NBK578095/table/ch2.appb.tab9/?report=objectonly" target="object" rid-ob="figobch2appbtab9" class="figpopup">NHS EED and HTA (CRD) search terms</a></p></div></div><div id="ch2.appc"><h3>Appendix C. Qualitative study selection</h3><p id="ch2.appc.fig1"><a href="/books/NBK578095/figure/ch2.appc.fig1/?report=objectonly" target="object" rid-ob="figobch2appcfig1" class="figpopup">Figure 1. Flow chart of clinical article selection for the review of Information and support</a></p></div><div id="ch2.appd"><h3>Appendix D. Qualitative evidence tables</h3><p id="ch2.appd.et1"><a href="/books/NBK578095/bin/ch2-appd-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (1.1M)</span></p></div><div id="ch2.appe"><h3>Appendix E. Health economic evidence study selection</h3><p id="ch2.appe.fig1"><a href="/books/NBK578095/figure/ch2.appe.fig1/?report=objectonly" target="object" rid-ob="figobch2appefig1" class="figpopup">* Non-relevant population, intervention, comparison, design or setting; non-English language </a></p></div><div id="ch2.appf"><h3>Appendix F. Health economic evidence tables</h3><p>None.</p></div><div id="ch2.appg"><h3>Appendix G. Excluded studies</h3><div id="ch2.appg.s1"><h4>G.1. Excluded qualitative studies</h4><p id="ch2.appg.tab1"><a href="/books/NBK578095/table/ch2.appg.tab1/?report=objectonly" target="object" rid-ob="figobch2appgtab1" class="figpopup">Table 49. Studies excluded from the qualitative review</a></p><p id="ch2.appg.tab2"><a href="/books/NBK578095/table/ch2.appg.tab2/?report=objectonly" target="object" rid-ob="figobch2appgtab2" class="figpopup">Table 50. Studies identified but not included in the qualitative review due to saturation being reached</a></p></div><div id="ch2.appg.s2"><h4>G.2. Excluded health economic studies</h4><p>None.</p></div></div></div></div><div class="fm-sec"><div><p>Final</p></div><div><p>Evidence review</p><p>These evidence reviews were developed by the National Guideline Centre</p></div><div><p><b>Disclaimer</b>: The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or service users. The recommendations in this guideline are not mandatory and the guideline does not override the responsibility of healthcare professionals to make decisions appropriate to the circumstances of the individual patient, in consultation with the patient and/or their carer or guardian.</p><p>Local commissioners and/or providers have a responsibility to enable the guideline to be applied when individual health professionals and their patients or service users wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with compliance with those duties.</p><p>NICE guidelines cover health and care in England. Decisions on how they apply in other UK countries are made by ministers in the <a href="http://wales.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Welsh Government</a>, <a href="http://www.scotland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Scottish Government</a>, and <a href="http://www.northernireland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Northern Ireland Executive</a>. All NICE guidance is subject to regular review and may be updated or withdrawn.</p></div><div class="half_rhythm"><a href="/books/about/copyright/">Copyright</a> © NICE 2018.</div><div class="small"><span class="label">Bookshelf ID: NBK578095</span><span class="label">PMID: <a href="https://pubmed.ncbi.nlm.nih.gov/35192261" title="PubMed record of this title" ref="pagearea=meta&targetsite=entrez&targetcat=link&targettype=pubmed">35192261</a></span></div></div><div class="small-screen-prev"></div><div class="small-screen-next"></div></article><article data-type="table-wrap" id="figobch2tab1"><div id="ch2.tab1" class="table"><h3><span class="label">Table 1</span><span class="title">Characteristics of review question</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab1_lrgtbl__"><table><tbody><tr><th id="hd_b_ch2.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Objective</th><td headers="hd_b_ch2.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To identify what information and support should be provided to people with ADHD and to people close to them after receiving a diagnosis of ADHD.</td></tr><tr><th id="hd_b_ch2.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population and setting</th><td headers="hd_b_ch2.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<ul id="ch2.l1"><li id="ch2.lt1" class="half_rhythm"><div>Children, young people and adults with ADHD.</div></li><li id="ch2.lt2" class="half_rhythm"><div>Family and carers of people with ADHD</div></li><li id="ch2.lt3" class="half_rhythm"><div>Teachers/professionals involved in education and employers</div></li><li id="ch2.lt4" class="half_rhythm"><div>Healthcare professionals involved in the care of people with ADHD (primary, professionals that deliver treatment, and social care)</div></li></ul></td></tr><tr><th id="hd_b_ch2.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Context</th><td headers="hd_b_ch2.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Any themes that emerge relating to the information and support needs of the target population.</p>
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<p>Information that describes how information is delivered.</p>
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</td></tr><tr><th id="hd_b_ch2.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Review strategy</th><td headers="hd_b_ch2.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative interview and focus group studies (including studies using grounded theory, phenomenology or other appropriate qualitative approaches);.</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab2"><div id="ch2.tab2" class="table"><h3><span class="label">Table 2</span><span class="title">Summary of studies included in the review</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab2_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Study</th><th id="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Design</th><th id="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Population</th><th id="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Research aim</th><th id="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Setting</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Ahmed 2006<a class="bibr" href="#ch2.ref2" rid="ch2.ref2"><sup>2</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and framework analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 parents of children with ADHD (aged 3–12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To determine if parents of children with ADHD receive adequate information about the disorder and its treatments</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Bartlett 2010<a class="bibr" href="#ch2.ref8" rid="ch2.ref8"><sup>8</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis type not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 young adult college students (aged 18 – 25 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To determine what successful young adults perceive was helpful to them when they had difficulties with their symptoms as children</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Bringewatt 2013<a class="bibr" href="#ch2.ref12" rid="ch2.ref12"><sup>12</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">42 young adults with ADHD (aged 18 to 22 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore young adults’ experiences of their ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Brinkman 2008<a class="bibr" href="#ch2.ref14" rid="ch2.ref14"><sup>14</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52 parents of children with ADHD (aged 6 to 17 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore how parents make decisions about treatment for their children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Charach 2006<a class="bibr" href="#ch2.ref27" rid="ch2.ref27"><sup>27</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and interpretive interactionist framework analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">17 mothers and fathers of 14 children with ADHD (aged 7 to 15 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parents’ attitudes towards medicating their child</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Canada</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Cheung 2015<a class="bibr" href="#ch2.ref30" rid="ch2.ref30"><sup>30</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">40 young adults (aged 16 to 23 years (20 patients 16–17 and 20 18+ years))</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore young adults experiences in accessing treatment and services</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hong Kong</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coletti 2012<a class="bibr" href="#ch2.ref34" rid="ch2.ref34"><sup>34</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27 parents of children diagnosed with ADHD (aged 5 to 12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parent perspectives on the decision to initiate medication treatment for ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Cooper 1998<a class="bibr" href="#ch2.ref35" rid="ch2.ref35"><sup>35</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 young people attending a school for students with learning and behavioural conditions. (aged 11–16 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore students’ experiences with their ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Cormier 2012<a class="bibr" href="#ch2.ref37" rid="ch2.ref37"><sup>37</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13 parents of children with ADHD (aged 6 to 12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To understand how parents decide to medicate their child and explore factors of adherence</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Davis-Berman 2012<a class="bibr" href="#ch2.ref41" rid="ch2.ref41"><sup>41</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 families with a child with ADHD (aged 6 to 15 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To examine treatment making decisions of parents with a child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">dosReis 2010<a class="bibr" href="#ch2.ref44" rid="ch2.ref44"><sup>44</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">48 parents of children with ADHD, drawn from an urban area with a large proportion of low income, African-American residents (ages 6 to 18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experiences of parents with a child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Einarsdottir 2008<a class="bibr" href="#ch2.ref49" rid="ch2.ref49"><sup>49</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and phenomenology approach to analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8 playschool teachers and 8 first grade teachers with 7–30 years of teaching experience.</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore early childhood teachers’ experiences and perspectives of children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Iceland</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Flannagan 2002<a class="bibr" href="#ch2.ref56" rid="ch2.ref56"><sup>56</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews, analysis type not specified</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">40 mothers and their children with ADHD (aged 8 to 11 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore the experiences of mothers with children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Gallichan 2008<a class="bibr" href="#ch2.ref60" rid="ch2.ref60"><sup>60</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12 young people with ADHD (aged 10 to 17 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore young peoples’ perspectives of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Ghosh 2016<a class="bibr" href="#ch2.ref65" rid="ch2.ref65"><sup>65</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8 parents of children with ADHD. 4 had ADHD themselves and 1 had no children with ADHD (aged 3–23 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parent experiences with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Goodwillie 2014<a class="bibr" href="#ch2.ref67" rid="ch2.ref67"><sup>67</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and interpretive phenomenological analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">6 parents with children diagnosed with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore parental views of the impact of having a child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hallberg 2008<a class="bibr" href="#ch2.ref71" rid="ch2.ref71"><sup>71</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12 parents of adolescents with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experiences of parents with teenage daughters with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sweden</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hallerod 2015<a class="bibr" href="#ch2.ref73" rid="ch2.ref73"><sup>73</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and phenomenographical analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">21 adults with ADHD (aged 18+)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore patients’ experiences of being diagnosed with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sweden</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hansen 2006<a class="bibr" href="#ch2.ref72" rid="ch2.ref72"><sup>72</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and phenomenological approach</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 parents of children with ADHD (aged 8 to 22 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore parents’ experiences of medicating their child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Canada</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Harazni 2016<a class="bibr" href="#ch2.ref74" rid="ch2.ref74"><sup>74</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and phenomenological approach</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4 mothers and 12 teachers (4 children with ADHD) (aged 7 to 10 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Investigate the experiences of adults that interact with school aged children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Palestine</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hassink-Franke 2016<a class="bibr" href="#ch2.ref77" rid="ch2.ref77"><sup>77</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and constant comparative analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 GPs treating children with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore GPs experiences of children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Netherlands</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Henry 2011<a class="bibr" href="#ch2.ref80" rid="ch2.ref80"><sup>80</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 woman over the age of 62 diagnosed with ADHD after the age of 60</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experiences of older woman with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Ho 2011<a class="bibr" href="#ch2.ref192" rid="ch2.ref192"><sup>192</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and content analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12 parents of children with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parents’ perceptions of their child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">China</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hong 2008<a class="bibr" href="#ch2.ref83" rid="ch2.ref83"><sup>83</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8 kindergarten teachers, 2 day care teachers, 1 occupational therapist, 12 school teachers.</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore teachers’ experiences and perspectives of children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Korea</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Honkasilta 2014<a class="bibr" href="#ch2.ref84" rid="ch2.ref84"><sup>84</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18 mothers of children with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parental involvement in their child’s schooling</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Finland</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Honkasilta 2016<a class="bibr" href="#ch2.ref85" rid="ch2.ref85"><sup>85</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and narrative approach to analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13 young people with ADHD (aged 11 to 16 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore teachers’ classroom management strategies for ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Finland</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hughes 2007<a class="bibr" href="#ch2.ref86" rid="ch2.ref86"><sup>86</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis type not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 clinicians, 14 children with ADHD and their parents and teachers. (aged 7 to 12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore experiences of clinicians, children, parents and teachers involved in ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Hughes 2009<a class="bibr" href="#ch2.ref87" rid="ch2.ref87"><sup>87</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis type not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 clinicians, 14 children with ADHD and their parents and teachers (aged 7 to 11 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">How to support children with ADHD in their learning environment</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Jones 2014<a class="bibr" href="#ch2.ref91" rid="ch2.ref91"><sup>91</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Semi structured interview and content analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 young people between 15 and 21 with a diagnosis of ADHD. Substance abuse was an exclusion criterion. (aged 5 to 18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To develop an understanding of the meaning and consequences of an ADHD diagnosis for young people</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Denmark</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Kendall 2003<a class="bibr" href="#ch2.ref94" rid="ch2.ref94"><sup>94</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and constant comparative analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">39 children and adolescents with ADHD (aged 6 to 17 years (mean 11.2))</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explores children’s’ perspectives on the authenticity of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Kildea 2011<a class="bibr" href="#ch2.ref96" rid="ch2.ref96"><sup>96</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 stakeholders consisting of 7 mental health professionals, 2 teachers, 7 parents/carers, and 5 children referred for an ADHD assessment</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore stakeholders’ thoughts concerning ADHD in the context of CAMHS</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Klasen 2000<a class="bibr" href="#ch2.ref99" rid="ch2.ref99"><sup>99</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded hermeneutic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 GPs and 29 parents of hyperactive children (aged)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To investigate parents’ and GPs’ views on hyperactivity</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Kovshoff 2012<a class="bibr" href="#ch2.ref105" rid="ch2.ref105"><sup>105</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">50 clinicians (28 from Belgium and 22 from UK, consisting of psychiatrists and paediatricians) (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore clinicians experiences and attitudes to the diagnosis and management of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK and Belgium</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Larson 2011<a class="bibr" href="#ch2.ref108" rid="ch2.ref108"><sup>108</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">caregivers of 48 children with ADHD (aged 5 to 16)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">How prior experiences of caregivers of children with ADHD leading up to treatment related to later service use</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Lee 2008<a class="bibr" href="#ch2.ref111" rid="ch2.ref111"><sup>111</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 teachers of pre-Kindergarten through to 3rd grade classrooms. (preschool - 3rd grade)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore teachers’ experiences and perspectives of children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Lefler 2016<a class="bibr" href="#ch2.ref112" rid="ch2.ref112"><sup>112</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and idiographic inductive analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">36 college students with ADHD (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experiences of college students living with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Leslie 2007<a class="bibr" href="#ch2.ref114" rid="ch2.ref114"><sup>114</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 families with a child with ADHD (aged 6 to 15 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Investigate contextual mechanisms that may explain differences in medication use among youths with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Lin 2009<a class="bibr" href="#ch2.ref119" rid="ch2.ref119"><sup>119</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and Colaizzi’s approach to analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 mothers of children diagnosed with ADHD (aged 8 to 13 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To understand the experiences of primary caregivers who are bringing up children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Taiwan</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Ma 2016<a class="bibr" href="#ch2.ref123" rid="ch2.ref123"><sup>123</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and systemic theory analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 of 44 families that took part in a family intervention with a child with ADHD (31 fathers, 42 mothers, one grandmother, 44 children with ADHD, 18 siblings). All had been recommended for the study by social workers. Age of children not specified</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To learn about the lived experiences surrounding maltreatment in parent-child relationships</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">China</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Matheson 2013<a class="bibr" href="#ch2.ref127" rid="ch2.ref127"><sup>127</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 adults diagnosed with ADHD in childhood, and 15 diagnosed in adulthood (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore adults experiences with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">McIntrye 2012<a class="bibr" href="#ch2.ref131" rid="ch2.ref131"><sup>131</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18 parents of children diagnosed with ADHD (aged 7 to 12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore parents’ experiences of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Meaux 2009<a class="bibr" href="#ch2.ref134" rid="ch2.ref134"><sup>134</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and content analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 college students with ADHD (aged 18 to 21 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore college students experiences of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mills 2011<a class="bibr" href="#ch2.ref137" rid="ch2.ref137"><sup>137</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and constant comparative analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19 families (representing 30 children with ADHD) (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To understand how parents decide to medicate their child</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Moen 2011<a class="bibr" href="#ch2.ref138" rid="ch2.ref138"><sup>138</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and Colaizzi’s approach to analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 parents (5 mothers and 4 fathers) from 7 families participated (aged 8 to 14 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Gain an understanding of the lived experience of having a child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Norway</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mychailyszyn 2008<a class="bibr" href="#ch2.ref142" rid="ch2.ref142"><sup>142</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">34 parents whose children were diagnosed with ADHD (aged 6 to 18 (mean age 8.5 years))</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore parents views of ADHD and mental health care services</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Nehlin 2015<a class="bibr" href="#ch2.ref145" rid="ch2.ref145"><sup>145</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and narrative psychological analysis.</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">14 adults with ADHD, under the age of 30 with self-defined problematic alcohol/drug use (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To investigate how adults with ADHD perceive the role of substance abuse and drugs in their lives</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sweden</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">O’Callaghan 2014<a class="bibr" href="#ch2.ref146" rid="ch2.ref146"><sup>146</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18 adults with ADHD (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the context that influences stimulant medication adherence</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Olaniyan 2007<a class="bibr" href="#ch2.ref147" rid="ch2.ref147"><sup>147</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">31 parents, only 3 had children with an ADHD diagnosis (Mean 9 (7.8) years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore perspectives of ADHD and behavioural problems among African American parents</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Perry 2005<a class="bibr" href="#ch2.ref149" rid="ch2.ref149"><sup>149</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews (analysis type not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26 Latino parents of children with ADHD (aged 6 to 19 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore Latino families’ experiences with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Reid 1996<a class="bibr" href="#ch2.ref153" rid="ch2.ref153"><sup>153</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20 parents of children with ADHD (aged 5 to 18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parents’ experiences of support from school systems</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Russell 2016<a class="bibr" href="#ch2.ref156" rid="ch2.ref156"><sup>156</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and focus groups, thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">41 educational practitioners that work with young people with ADHD, recruited from primary and secondary schools, and pupil referral units. (aged 11 to 18)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore educational practitioners views of ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Salt 2005<a class="bibr" href="#ch2.ref157" rid="ch2.ref157"><sup>157</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews, analysis type not specified</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13 GPs (plus 93 completing a questionnaire)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore GPs’ perceptions of the management of ADHD in primary care</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Schrevel 2015<a class="bibr" href="#ch2.ref161" rid="ch2.ref161"><sup>161</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and conventional coding analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52 adults with ADHD (aged 21+)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To assess the perspectives, problems and needs of adults with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">The Netherlands</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Segal 2001<a class="bibr" href="#ch2.ref163" rid="ch2.ref163"><sup>163</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and comparative analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">25 mothers of children with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore mothers’ experiences raising children with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Shaw 2003<a class="bibr" href="#ch2.ref166" rid="ch2.ref166"><sup>166</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews, analysis type not specified</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 GPs caring for people with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore GPs attitudes towards ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sikirica 2014<a class="bibr" href="#ch2.ref167" rid="ch2.ref167"><sup>167</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">38 caregivers (of ages 6 to 17 years) and 28 adolescents (13 to 17 years) with ADHD took part (aged 6 to 17 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the unmet needs of adolescents with ADHD and their caregivers</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mixed European countries</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Simons 2016<a class="bibr" href="#ch2.ref168" rid="ch2.ref168"><sup>168</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">59 participants (adults and young people with ADHD, parents of children with ADHD, and healthcare professionals)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore attitudes towards a remote monitoring technology for ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Singh 2003<a class="bibr" href="#ch2.ref169" rid="ch2.ref169"><sup>169</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">22 fathers of children with ADHD (aged 7 to 12 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore fathers’ perspectives of ADHD symptoms, diagnosis and treatment</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Smith 2014<a class="bibr" href="#ch2.ref174" rid="ch2.ref174"><sup>174</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Focus groups and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19 practitioners running services for pre-school children with ADHD, and 13 parents of children with ADHD (Preschoolers)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Understanding the reasons of low uptake and completion of parent interventions for ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Swift 2013<a class="bibr" href="#ch2.ref181" rid="ch2.ref181"><sup>181</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and thematic analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 young adults with ADHD (aged 17–18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Patient experiences of ADHD, particularly around transitioning services</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Taylor 2006<a class="bibr" href="#ch2.ref184" rid="ch2.ref184"><sup>184</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">33 parents of children with ADHD (aged 22 primary school, 11 teenagers)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">How to parents reach a decision to medicate their children or not</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Waite 2010<a class="bibr" href="#ch2.ref188" rid="ch2.ref188"><sup>188</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and conceptual coding analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 women with ADHD (aged 18+ years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experiences of women with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">USA</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Wallace 2005<a class="bibr" href="#ch2.ref189" rid="ch2.ref189"><sup>189</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 parents of children with ADHD (age not specified)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore the perception of mothers of sons with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Wiener 2015<a class="bibr" href="#ch2.ref191" rid="ch2.ref191"><sup>191</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12 adolescents with ADHD (aged 14 to 16 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore school experiences of adolescents with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Canada</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Williams 2014<a class="bibr" href="#ch2.ref185" rid="ch2.ref185"><sup>185</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 parents of children with ADHD (aged 5 to 13 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore parent’s perspectives of parenting a child with ADHD</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Australia</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Wolpert 2004<a class="bibr" href="#ch2.ref75" rid="ch2.ref75"><sup>75</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews and grounded theory</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10 parents of children with ADHD (aged 8 to 11)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To investigate how parents make sense of the different aetiological models</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Wright 1997<a class="bibr" href="#ch2.ref198" rid="ch2.ref198"><sup>198</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Interviews</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16 parents of children with ADHD (aged 5–15 years (mean 10.2))</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Explore experiences of parents whose children were taking Ritalin</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Young 2008<a class="bibr" href="#ch2.ref199" rid="ch2.ref199"><sup>199</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Semi structured interview and interpretative phenomenological analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8 people diagnosed with ADHD in adulthood (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experience of receiving a diagnosis of ADHD in adulthood</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr><tr><td headers="hd_h_ch2.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Young 2009<a class="bibr" href="#ch2.ref201" rid="ch2.ref201"><sup>201</sup></a></td><td headers="hd_h_ch2.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Semi structured interview and ideographic approach to analysis</td><td headers="hd_h_ch2.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partners of 8 people diagnosed with ADHD in adulthood (aged >18 years)</td><td headers="hd_h_ch2.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To explore the experience of living with a person who has undergone a diagnosis of ADHD in adulthood</td><td headers="hd_h_ch2.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">UK</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab3"><div id="ch2.tab3" class="table"><h3><span class="label">Table 3</span><span class="title">Review themes: Diagnosis</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab3/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab3_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Benefit</td><td headers="hd_h_ch2.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt a sense of relief, elation, improved self-esteem and reduction in feelings of guilt</td></tr><tr><td headers="hd_h_ch2.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Harm</td><td headers="hd_h_ch2.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt that a diagnosis led to stigma, feelings of embarrassment and ‘not belonging’</td></tr><tr><td headers="hd_h_ch2.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Doubt</td><td headers="hd_h_ch2.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People questioned the existence of ADHD</td></tr><tr><td headers="hd_h_ch2.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Missed diagnosis</td><td headers="hd_h_ch2.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt many negative impacts of their behaviour could have been avoided if they were diagnosed earlier in their lives</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab4"><div id="ch2.tab4" class="table"><h3><span class="label">Table 4</span><span class="title">Review themes: Challenges for people with ADHD</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab4/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab4_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Recognition</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers were not aware of inattentive symptoms of ADHD or found this behaviour difficult to pinpoint</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Academic and employment impact</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">ADHD symptoms negatively impacted on academic achievement and employment</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Psychosocial impact</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">ADHD had negative impacts on emotional wellbeing and social functioning</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Bullying</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children and young people reported being bullied as a result of their symptoms</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Impact on life</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">ADHD has a huge impact on people’s day to day lives</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Substance use</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD felt inclined to use substances such as nicotine and alcohol</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Driving skills</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD felt that their symptoms impacted on their driving ability</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Experiences of support</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD needed more support from their family, teachers and healthcare professionals</td></tr><tr><td headers="hd_h_ch2.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Conflict</td><td headers="hd_h_ch2.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD and their parents reported that conflict could result in physical abuse</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab5"><div id="ch2.tab5" class="table"><h3><span class="label">Table 5</span><span class="title">Review themes: Challenges for parents</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab5/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab5_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Experiences of support</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents needed more support from healthcare professionals, teachers and family members</td></tr><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Psychosocial impact</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Having a child with ADHD had negative impacts on emotional wellbeing and social functioning</td></tr><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">High demand</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Bringing up a child with ADHD can be highly demanding and cause high levels of emotional and physical exhaustion</td></tr><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Employment/education</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents had to reduce their working hours, stop working entirely, and put educational opportunities on hold to care for their child</td></tr><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Access to services</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents had difficulty in accessing services</td></tr><tr><td headers="hd_h_ch2.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Information needs</td><td headers="hd_h_ch2.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents felt they required more information about the causes, mechanisms, and functional implications of ADHD</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab6"><div id="ch2.tab6" class="table"><h3><span class="label">Table 6</span><span class="title">Review themes: Healthcare professionals</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab6/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab6_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Diagnosis</td><td headers="hd_h_ch2.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Healthcare professional’s experiences, perspectives and understanding of ADHD impacted whether someone would receive a diagnosis</td></tr><tr><td headers="hd_h_ch2.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Recognition</td><td headers="hd_h_ch2.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">GPs had difficulty in recognising ADHD</td></tr><tr><td headers="hd_h_ch2.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Attitudes</td><td headers="hd_h_ch2.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">GPs had negative attitudes towards ADHD</td></tr><tr><td headers="hd_h_ch2.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Management</td><td headers="hd_h_ch2.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">GPs had limited understanding of their role in treatment management</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab7"><div id="ch2.tab7" class="table"><h3><span class="label">Table 7</span><span class="title">Review themes: Schools</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab7/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab7_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Challenges for teachers</td><td headers="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers found it difficult to support children and young people with ADHD</td></tr><tr><td headers="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers’ attitudes</td><td headers="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teachers displayed negative attitudes towards the condition</td></tr><tr><td headers="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents’ attitudes</td><td headers="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents felt behavioural problems were a result of poor teaching and were insulted by teachers suggesting visiting the doctor</td></tr><tr><td headers="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Communication</td><td headers="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Parents and teacher often conflicted when discussing the child’s behavioural difficulties</td></tr><tr><td headers="hd_h_ch2.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Factors influencing the classroom experience</td><td headers="hd_h_ch2.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children benefited from small classes with minimized distractions and good teaching techniques and support</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab8"><div id="ch2.tab8" class="table"><h3><span class="label">Table 8</span><span class="title">Review themes: Services</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab8/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab8_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Experiences of service use</td><td headers="hd_h_ch2.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People experienced delayed services with long diagnostic processes and a lack of follow up care</td></tr><tr><td headers="hd_h_ch2.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Transition to adult services</td><td headers="hd_h_ch2.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People found a delay in referral to adult services</td></tr><tr><td headers="hd_h_ch2.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Improving the treatment pathway</td><td headers="hd_h_ch2.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Healthcare professionals felt interventions could be improved with initial home visits and addressing parents’ own mental health conditions.</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab9"><div id="ch2.tab9" class="table"><h3><span class="label">Table 9</span><span class="title">Review themes: Methods of providing information and support</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab9/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab9_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Main themes</th><th id="hd_h_ch2.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Statement of theme</th></tr></thead><tbody><tr><td headers="hd_h_ch2.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Support groups</td><td headers="hd_h_ch2.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People wanted access to support groups to talk to other people in similar situations</td></tr><tr><td headers="hd_h_ch2.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Written and oral presentations</td><td headers="hd_h_ch2.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt detailed written information about ADHD or oral summaries would be most useful</td></tr><tr><td headers="hd_h_ch2.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">The internet</td><td headers="hd_h_ch2.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt direction on which internet sources to use would be helpful, and GPs found online training materials to be useful</td></tr><tr><td headers="hd_h_ch2.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Methods for children</td><td headers="hd_h_ch2.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">People felt that care needed to be taken when explaining ADHD to children</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab10"><div id="ch2.tab10" class="table"><h3><span class="label">Table 10</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab10/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab10_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab10_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab10_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab10_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab10_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab10_1_1_1_1" id="hd_h_ch2.tab10_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab10_1_1_1_1" id="hd_h_ch2.tab10_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab10_1_1_1_3" id="hd_h_ch2.tab10_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab10_1_1_1_3" id="hd_h_ch2.tab10_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab10_1_1_1_3" id="hd_h_ch2.tab10_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab10_1_1_1_1 hd_h_ch2.tab10_1_1_2_1 hd_h_ch2.tab10_1_1_2_2 hd_h_ch2.tab10_1_1_1_2 hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_3 hd_h_ch2.tab10_1_1_2_4 hd_h_ch2.tab10_1_1_2_5" id="hd_b_ch2.tab10_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Benefit of diagnosis</th></tr><tr><td headers="hd_h_ch2.tab10_1_1_1_1 hd_h_ch2.tab10_1_1_2_1 hd_b_ch2.tab10_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
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<p>15</p>
|
|
<p>10 children and young people</p>
|
|
<p>5 adults</p>
|
|
</td><td headers="hd_h_ch2.tab10_1_1_1_1 hd_h_ch2.tab10_1_1_2_2 hd_b_ch2.tab10_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>(13 interviews; 2 focus groups)</p>
|
|
<p>(4 UK; 6 USA; 1 Iceland, 1 Australia, 1 Sweden, 1 Denmark, 1 Norway)</p>
|
|
</td><td headers="hd_h_ch2.tab10_1_1_1_2 hd_b_ch2.tab10_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People reported a sense of relief, elation, reduction of guilt and improved relationships and self-esteem following a diagnosis</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_3 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_4 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_5 hd_b_ch2.tab10_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_3 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_4 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_3 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_4 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_3 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab10_1_1_1_3 hd_h_ch2.tab10_1_1_2_4 hd_b_ch2.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab11"><div id="ch2.tab11" class="table"><h3><span class="label">Table 11</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab11/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab11_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab11_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab11_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab11_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab11_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab11_1_1_1_1" id="hd_h_ch2.tab11_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab11_1_1_1_1" id="hd_h_ch2.tab11_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab11_1_1_1_3" id="hd_h_ch2.tab11_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab11_1_1_1_3" id="hd_h_ch2.tab11_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab11_1_1_1_3" id="hd_h_ch2.tab11_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab11_1_1_1_1 hd_h_ch2.tab11_1_1_2_1 hd_h_ch2.tab11_1_1_2_2 hd_h_ch2.tab11_1_1_1_2 hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_3 hd_h_ch2.tab11_1_1_2_4 hd_h_ch2.tab11_1_1_2_5" id="hd_b_ch2.tab11_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Harm of diagnosis</th></tr><tr><td headers="hd_h_ch2.tab11_1_1_1_1 hd_h_ch2.tab11_1_1_2_1 hd_b_ch2.tab11_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
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<p>11</p>
|
|
<p>6 children and young people</p>
|
|
<p>5 adults</p>
|
|
</td><td headers="hd_h_ch2.tab11_1_1_1_1 hd_h_ch2.tab11_1_1_2_2 hd_b_ch2.tab11_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>(10 interviews; 1 focus groups)</p>
|
|
<p>(3 UK; 4 USA; 1 Ireland, 1 Sweden, 1 Denmark, 1 mixed European countries)</p>
|
|
</td><td headers="hd_h_ch2.tab11_1_1_1_2 hd_b_ch2.tab11_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People experienced stigma and feelings of isolation, embarrassment, anxiousness and shame following a diagnosis</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_3 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_4 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_5 hd_b_ch2.tab11_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_3 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_4 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_3 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_4 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_3 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab11_1_1_1_3 hd_h_ch2.tab11_1_1_2_4 hd_b_ch2.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab12"><div id="ch2.tab12" class="table"><h3><span class="label">Table 12</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab12/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab12_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab12_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab12_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab12_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab12_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab12_1_1_1_1" id="hd_h_ch2.tab12_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab12_1_1_1_1" id="hd_h_ch2.tab12_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab12_1_1_1_3" id="hd_h_ch2.tab12_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab12_1_1_1_3" id="hd_h_ch2.tab12_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab12_1_1_1_3" id="hd_h_ch2.tab12_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab12_1_1_1_1 hd_h_ch2.tab12_1_1_2_1 hd_h_ch2.tab12_1_1_2_2 hd_h_ch2.tab12_1_1_1_2 hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_3 hd_h_ch2.tab12_1_1_2_4 hd_h_ch2.tab12_1_1_2_5" id="hd_b_ch2.tab12_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Doubt of diagnosis</th></tr><tr><td headers="hd_h_ch2.tab12_1_1_1_1 hd_h_ch2.tab12_1_1_2_1 hd_b_ch2.tab12_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
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<p>1</p>
|
|
<p>Adults</p>
|
|
</td><td headers="hd_h_ch2.tab12_1_1_1_1 hd_h_ch2.tab12_1_1_2_2 hd_b_ch2.tab12_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
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<p>Interviews</p>
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<p>(Sweden)</p>
|
|
</td><td headers="hd_h_ch2.tab12_1_1_1_2 hd_b_ch2.tab12_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People had varying degrees of doubt around their diagnosis and the existence of ADHD</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_3 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_4 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_5 hd_b_ch2.tab12_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_3 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_4 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_3 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_4 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_3 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab12_1_1_1_3 hd_h_ch2.tab12_1_1_2_4 hd_b_ch2.tab12_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab13"><div id="ch2.tab13" class="table"><h3><span class="label">Table 13</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab13/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab13_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab13_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab13_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab13_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab13_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab13_1_1_1_1" id="hd_h_ch2.tab13_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab13_1_1_1_1" id="hd_h_ch2.tab13_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab13_1_1_1_3" id="hd_h_ch2.tab13_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab13_1_1_1_3" id="hd_h_ch2.tab13_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab13_1_1_1_3" id="hd_h_ch2.tab13_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab13_1_1_1_1 hd_h_ch2.tab13_1_1_2_1 hd_h_ch2.tab13_1_1_2_2 hd_h_ch2.tab13_1_1_1_2 hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_3 hd_h_ch2.tab13_1_1_2_4 hd_h_ch2.tab13_1_1_2_5" id="hd_b_ch2.tab13_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Missed diagnosis</th></tr><tr><td headers="hd_h_ch2.tab13_1_1_1_1 hd_h_ch2.tab13_1_1_2_1 hd_b_ch2.tab13_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>Adults</p>
|
|
</td><td headers="hd_h_ch2.tab13_1_1_1_1 hd_h_ch2.tab13_1_1_2_2 hd_b_ch2.tab13_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(2 UK; 1 USA; 1 Sweden)</p>
|
|
</td><td headers="hd_h_ch2.tab13_1_1_1_2 hd_b_ch2.tab13_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>If diagnosed earlier, people felt negative impacts of their behaviour could have been avoided.</p>
|
|
<p>Education and employment</p>
|
|
<p>Emotional wellbeing</p>
|
|
<p>Relationships</p>
|
|
</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_3 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_4 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_5 hd_b_ch2.tab13_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_3 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_4 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_3 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_4 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_3 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab13_1_1_1_3 hd_h_ch2.tab13_1_1_2_4 hd_b_ch2.tab13_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab14"><div id="ch2.tab14" class="table"><h3><span class="label">Table 14</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab14/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab14_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab14_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab14_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab14_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab14_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab14_1_1_1_1" id="hd_h_ch2.tab14_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab14_1_1_1_1" id="hd_h_ch2.tab14_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab14_1_1_1_3" id="hd_h_ch2.tab14_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab14_1_1_1_3" id="hd_h_ch2.tab14_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab14_1_1_1_3" id="hd_h_ch2.tab14_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab14_1_1_1_1 hd_h_ch2.tab14_1_1_2_1 hd_h_ch2.tab14_1_1_2_2 hd_h_ch2.tab14_1_1_1_2 hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_3 hd_h_ch2.tab14_1_1_2_4 hd_h_ch2.tab14_1_1_2_5" id="hd_b_ch2.tab14_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Recognition</th></tr><tr><td headers="hd_h_ch2.tab14_1_1_1_1 hd_h_ch2.tab14_1_1_2_1 hd_b_ch2.tab14_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab14_1_1_1_1 hd_h_ch2.tab14_1_1_2_2 hd_b_ch2.tab14_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interview</p>
|
|
<p>USA</p>
|
|
</td><td headers="hd_h_ch2.tab14_1_1_1_2 hd_b_ch2.tab14_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Teachers were not aware of inattentive symptoms of ADHD or found this behaviour difficult to pinpoint</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_3 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_4 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_5 hd_b_ch2.tab14_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_3 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_4 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_3 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_4 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_3 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab14_1_1_1_3 hd_h_ch2.tab14_1_1_2_4 hd_b_ch2.tab14_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab15"><div id="ch2.tab15" class="table"><h3><span class="label">Table 15</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab15/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab15_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab15_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab15_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab15_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab15_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab15_1_1_1_1" id="hd_h_ch2.tab15_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab15_1_1_1_1" id="hd_h_ch2.tab15_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab15_1_1_1_3" id="hd_h_ch2.tab15_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab15_1_1_1_3" id="hd_h_ch2.tab15_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab15_1_1_1_3" id="hd_h_ch2.tab15_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab15_1_1_1_1 hd_h_ch2.tab15_1_1_2_1 hd_h_ch2.tab15_1_1_2_2 hd_h_ch2.tab15_1_1_1_2 hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_3 hd_h_ch2.tab15_1_1_2_4 hd_h_ch2.tab15_1_1_2_5" id="hd_b_ch2.tab15_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Academic and employment impact</th></tr><tr><td headers="hd_h_ch2.tab15_1_1_1_1 hd_h_ch2.tab15_1_1_2_1 hd_b_ch2.tab15_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>7</p>
|
|
<p>3 children and young people</p>
|
|
<p>4 adults</p>
|
|
</td><td headers="hd_h_ch2.tab15_1_1_1_1 hd_h_ch2.tab15_1_1_2_2 hd_b_ch2.tab15_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>5 Interviews; 2 focus groups</p>
|
|
<p>(2 UK; 2 USA; 1 Canada; 1 Hong Kong; 1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab15_1_1_1_2 hd_b_ch2.tab15_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">ADHD symptoms negatively impacted on academic achievement and employment</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_3 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_4 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_5 hd_b_ch2.tab15_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_3 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_4 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_3 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_4 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_3 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab15_1_1_1_3 hd_h_ch2.tab15_1_1_2_4 hd_b_ch2.tab15_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab16"><div id="ch2.tab16" class="table"><h3><span class="label">Table 16</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab16/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab16_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab16_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab16_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab16_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab16_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab16_1_1_1_1" id="hd_h_ch2.tab16_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab16_1_1_1_1" id="hd_h_ch2.tab16_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab16_1_1_1_3" id="hd_h_ch2.tab16_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab16_1_1_1_3" id="hd_h_ch2.tab16_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab16_1_1_1_3" id="hd_h_ch2.tab16_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab16_1_1_1_1 hd_h_ch2.tab16_1_1_2_1 hd_h_ch2.tab16_1_1_2_2 hd_h_ch2.tab16_1_1_1_2 hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_3 hd_h_ch2.tab16_1_1_2_4 hd_h_ch2.tab16_1_1_2_5" id="hd_b_ch2.tab16_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Psychosocial impact</th></tr><tr><td headers="hd_h_ch2.tab16_1_1_1_1 hd_h_ch2.tab16_1_1_2_1 hd_b_ch2.tab16_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>6</p>
|
|
<p>5 children and young people</p>
|
|
<p>1 adults</p>
|
|
</td><td headers="hd_h_ch2.tab16_1_1_1_1 hd_h_ch2.tab16_1_1_2_2 hd_b_ch2.tab16_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>5 interviews; 1 focus group</p>
|
|
<p>(2 USA; 1 Canada; 1 Hong Kong; 1 Korea; 1 Australia</p>
|
|
</td><td headers="hd_h_ch2.tab16_1_1_1_2 hd_b_ch2.tab16_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">ADHD had negative impacts on emotional wellbeing and social functioning</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_3 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_4 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_5 hd_b_ch2.tab16_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_3 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_4 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_3 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_4 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_3 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab16_1_1_1_3 hd_h_ch2.tab16_1_1_2_4 hd_b_ch2.tab16_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab17"><div id="ch2.tab17" class="table"><h3><span class="label">Table 17</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab17/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab17_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab17_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab17_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab17_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab17_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab17_1_1_1_1" id="hd_h_ch2.tab17_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab17_1_1_1_1" id="hd_h_ch2.tab17_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab17_1_1_1_3" id="hd_h_ch2.tab17_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab17_1_1_1_3" id="hd_h_ch2.tab17_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab17_1_1_1_3" id="hd_h_ch2.tab17_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab17_1_1_1_1 hd_h_ch2.tab17_1_1_2_1 hd_h_ch2.tab17_1_1_2_2 hd_h_ch2.tab17_1_1_1_2 hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_3 hd_h_ch2.tab17_1_1_2_4 hd_h_ch2.tab17_1_1_2_5" id="hd_b_ch2.tab17_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Bullying</th></tr><tr><td headers="hd_h_ch2.tab17_1_1_1_1 hd_h_ch2.tab17_1_1_2_1 hd_b_ch2.tab17_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>3</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab17_1_1_1_1 hd_h_ch2.tab17_1_1_2_2 hd_b_ch2.tab17_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(Hong Kong; Australia; Canada)</p>
|
|
</td><td headers="hd_h_ch2.tab17_1_1_1_2 hd_b_ch2.tab17_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Children and young people reported being bullied as a result of their symptoms</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_3 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_4 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_5 hd_b_ch2.tab17_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_3 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_4 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_3 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_4 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_3 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab17_1_1_1_3 hd_h_ch2.tab17_1_1_2_4 hd_b_ch2.tab17_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab18"><div id="ch2.tab18" class="table"><h3><span class="label">Table 18</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab18/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab18_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab18_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab18_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab18_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab18_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab18_1_1_1_1" id="hd_h_ch2.tab18_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab18_1_1_1_1" id="hd_h_ch2.tab18_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab18_1_1_1_3" id="hd_h_ch2.tab18_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab18_1_1_1_3" id="hd_h_ch2.tab18_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab18_1_1_1_3" id="hd_h_ch2.tab18_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab18_1_1_1_1 hd_h_ch2.tab18_1_1_2_1 hd_h_ch2.tab18_1_1_2_2 hd_h_ch2.tab18_1_1_1_2 hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_3 hd_h_ch2.tab18_1_1_2_4 hd_h_ch2.tab18_1_1_2_5" id="hd_b_ch2.tab18_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Impact on life</th></tr><tr><td headers="hd_h_ch2.tab18_1_1_1_1 hd_h_ch2.tab18_1_1_2_1 hd_b_ch2.tab18_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>1 children and young people</p>
|
|
<p>3 adults</p>
|
|
</td><td headers="hd_h_ch2.tab18_1_1_1_1 hd_h_ch2.tab18_1_1_2_2 hd_b_ch2.tab18_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>2 interviews; 2 focus groups</p>
|
|
<p>(2 UK; 1 USA; 1 Canada)</p>
|
|
</td><td headers="hd_h_ch2.tab18_1_1_1_2 hd_b_ch2.tab18_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>ADHD has a huge impact on people’s lives</p>
|
|
<p>Ability to undertake tasks</p>
|
|
<p>Impact on life decisions</p>
|
|
<p>Long term impact</p>
|
|
</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_3 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_4 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_5 hd_b_ch2.tab18_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_3 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_4 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_3 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_4 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_3 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab18_1_1_1_3 hd_h_ch2.tab18_1_1_2_4 hd_b_ch2.tab18_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab19"><div id="ch2.tab19" class="table"><h3><span class="label">Table 19</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab19/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab19_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab19_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab19_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab19_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab19_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab19_1_1_1_1" id="hd_h_ch2.tab19_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab19_1_1_1_1" id="hd_h_ch2.tab19_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab19_1_1_1_3" id="hd_h_ch2.tab19_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab19_1_1_1_3" id="hd_h_ch2.tab19_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab19_1_1_1_3" id="hd_h_ch2.tab19_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab19_1_1_1_1 hd_h_ch2.tab19_1_1_2_1 hd_h_ch2.tab19_1_1_2_2 hd_h_ch2.tab19_1_1_1_2 hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_3 hd_h_ch2.tab19_1_1_2_4 hd_h_ch2.tab19_1_1_2_5" id="hd_b_ch2.tab19_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Substance use</th></tr><tr><td headers="hd_h_ch2.tab19_1_1_1_1 hd_h_ch2.tab19_1_1_2_1 hd_b_ch2.tab19_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>3</p>
|
|
<p>Adults</p>
|
|
</td><td headers="hd_h_ch2.tab19_1_1_1_1 hd_h_ch2.tab19_1_1_2_2 hd_b_ch2.tab19_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(1 USA; 2 Sweden)</p>
|
|
</td><td headers="hd_h_ch2.tab19_1_1_1_2 hd_b_ch2.tab19_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD felt inclined to use substances such as nicotine and alcohol</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_3 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_4 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_5 hd_b_ch2.tab19_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_3 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_4 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_3 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_4 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_3 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab19_1_1_1_3 hd_h_ch2.tab19_1_1_2_4 hd_b_ch2.tab19_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab20"><div id="ch2.tab20" class="table"><h3><span class="label">Table 20</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab20/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab20_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab20_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab20_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab20_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab20_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab20_1_1_1_1" id="hd_h_ch2.tab20_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab20_1_1_1_1" id="hd_h_ch2.tab20_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab20_1_1_1_3" id="hd_h_ch2.tab20_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab20_1_1_1_3" id="hd_h_ch2.tab20_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab20_1_1_1_3" id="hd_h_ch2.tab20_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab20_1_1_1_1 hd_h_ch2.tab20_1_1_2_1 hd_h_ch2.tab20_1_1_2_2 hd_h_ch2.tab20_1_1_1_2 hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_3 hd_h_ch2.tab20_1_1_2_4 hd_h_ch2.tab20_1_1_2_5" id="hd_b_ch2.tab20_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Driving skills</th></tr><tr><td headers="hd_h_ch2.tab20_1_1_1_1 hd_h_ch2.tab20_1_1_2_1 hd_b_ch2.tab20_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1</p>
|
|
<p>Adults</p>
|
|
</td><td headers="hd_h_ch2.tab20_1_1_1_1 hd_h_ch2.tab20_1_1_2_2 hd_b_ch2.tab20_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>USA</p>
|
|
</td><td headers="hd_h_ch2.tab20_1_1_1_2 hd_b_ch2.tab20_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD felt that their symptoms impacted on their driving ability</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_3 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_4 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_5 hd_b_ch2.tab20_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_3 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_4 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_3 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_4 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_3 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab20_1_1_1_3 hd_h_ch2.tab20_1_1_2_4 hd_b_ch2.tab20_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab21"><div id="ch2.tab21" class="table"><h3><span class="label">Table 21</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab21/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab21_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab21_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab21_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab21_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab21_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab21_1_1_1_1" id="hd_h_ch2.tab21_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab21_1_1_1_1" id="hd_h_ch2.tab21_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab21_1_1_1_3" id="hd_h_ch2.tab21_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab21_1_1_1_3" id="hd_h_ch2.tab21_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab21_1_1_1_3" id="hd_h_ch2.tab21_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab21_1_1_1_1 hd_h_ch2.tab21_1_1_2_1 hd_h_ch2.tab21_1_1_2_2 hd_h_ch2.tab21_1_1_1_2 hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_3 hd_h_ch2.tab21_1_1_2_4 hd_h_ch2.tab21_1_1_2_5" id="hd_b_ch2.tab21_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Experiences of support</th></tr><tr><td headers="hd_h_ch2.tab21_1_1_1_1 hd_h_ch2.tab21_1_1_2_1 hd_b_ch2.tab21_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
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<p>5</p>
|
|
<p>2 children and young people</p>
|
|
<p>3 adults</p>
|
|
</td><td headers="hd_h_ch2.tab21_1_1_1_1 hd_h_ch2.tab21_1_1_2_2 hd_b_ch2.tab21_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(1 Hong Kong; 3 USA; 1 Finland)</p>
|
|
</td><td headers="hd_h_ch2.tab21_1_1_1_2 hd_b_ch2.tab21_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People with ADHD needed more support from their family, teachers and healthcare professionals</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_3 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_4 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_5 hd_b_ch2.tab21_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_3 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_4 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_3 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_4 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_3 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab21_1_1_1_3 hd_h_ch2.tab21_1_1_2_4 hd_b_ch2.tab21_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab22"><div id="ch2.tab22" class="table"><h3><span class="label">Table 22</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab22/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab22_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab22_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab22_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab22_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab22_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab22_1_1_1_1" id="hd_h_ch2.tab22_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab22_1_1_1_1" id="hd_h_ch2.tab22_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab22_1_1_1_3" id="hd_h_ch2.tab22_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab22_1_1_1_3" id="hd_h_ch2.tab22_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab22_1_1_1_3" id="hd_h_ch2.tab22_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab22_1_1_1_1 hd_h_ch2.tab22_1_1_2_1 hd_h_ch2.tab22_1_1_2_2 hd_h_ch2.tab22_1_1_1_2 hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_3 hd_h_ch2.tab22_1_1_2_4 hd_h_ch2.tab22_1_1_2_5" id="hd_b_ch2.tab22_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Conflict</th></tr><tr><td headers="hd_h_ch2.tab22_1_1_1_1 hd_h_ch2.tab22_1_1_2_1 hd_b_ch2.tab22_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1</p>
|
|
<p>Children and their parents</p>
|
|
</td><td headers="hd_h_ch2.tab22_1_1_1_1 hd_h_ch2.tab22_1_1_2_2 hd_b_ch2.tab22_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1 interview</p>
|
|
<p>China</p>
|
|
</td><td headers="hd_h_ch2.tab22_1_1_1_2 hd_b_ch2.tab22_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Conflict arose between parents and their children, which sometimes involved physical abuse of either the parent or the child.</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_3 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_4 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_5 hd_b_ch2.tab22_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_3 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_4 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_3 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_4 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_3 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab22_1_1_1_3 hd_h_ch2.tab22_1_1_2_4 hd_b_ch2.tab22_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab23"><div id="ch2.tab23" class="table"><h3><span class="label">Table 23</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab23/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab23_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab23_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab23_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab23_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab23_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab23_1_1_1_1" id="hd_h_ch2.tab23_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab23_1_1_1_1" id="hd_h_ch2.tab23_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab23_1_1_1_3" id="hd_h_ch2.tab23_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab23_1_1_1_3" id="hd_h_ch2.tab23_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab23_1_1_1_3" id="hd_h_ch2.tab23_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab23_1_1_1_1 hd_h_ch2.tab23_1_1_2_1 hd_h_ch2.tab23_1_1_2_2 hd_h_ch2.tab23_1_1_1_2 hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_3 hd_h_ch2.tab23_1_1_2_4 hd_h_ch2.tab23_1_1_2_5" id="hd_b_ch2.tab23_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Experiences of support</th></tr><tr><td headers="hd_h_ch2.tab23_1_1_1_1 hd_h_ch2.tab23_1_1_2_1 hd_b_ch2.tab23_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>15</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab23_1_1_1_1 hd_h_ch2.tab23_1_1_2_2 hd_b_ch2.tab23_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(4 USA; 5 UK; 1 Palestine; 1 China; 1 Taiwan; 1 Australia; 1 Norway; 1 Finland)</p>
|
|
</td><td headers="hd_h_ch2.tab23_1_1_1_2 hd_b_ch2.tab23_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Parents needed more support from healthcare professionals, teachers and family members</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_3 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_4 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_5 hd_b_ch2.tab23_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_3 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_4 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_3 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_4 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_3 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab23_1_1_1_3 hd_h_ch2.tab23_1_1_2_4 hd_b_ch2.tab23_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab24"><div id="ch2.tab24" class="table"><h3><span class="label">Table 24</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab24/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab24_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab24_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab24_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab24_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab24_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab24_1_1_1_1" id="hd_h_ch2.tab24_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab24_1_1_1_1" id="hd_h_ch2.tab24_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab24_1_1_1_3" id="hd_h_ch2.tab24_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab24_1_1_1_3" id="hd_h_ch2.tab24_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab24_1_1_1_3" id="hd_h_ch2.tab24_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab24_1_1_1_1 hd_h_ch2.tab24_1_1_2_1 hd_h_ch2.tab24_1_1_2_2 hd_h_ch2.tab24_1_1_1_2 hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_3 hd_h_ch2.tab24_1_1_2_4 hd_h_ch2.tab24_1_1_2_5" id="hd_b_ch2.tab24_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Psychosocial impact</th></tr><tr><td headers="hd_h_ch2.tab24_1_1_1_1 hd_h_ch2.tab24_1_1_2_1 hd_b_ch2.tab24_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>21</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab24_1_1_1_1 hd_h_ch2.tab24_1_1_2_2 hd_b_ch2.tab24_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>19 Interviews; 1 focus group</p>
|
|
<p>(6 USA; 1 Hong Kong; 1 Palestine; 1 Sweden; 1 China; 4 UK; 3 Australia; 1 Taiwan; 1 Ireland; 1 Norway; 1 mixed European countries)</p>
|
|
</td><td headers="hd_h_ch2.tab24_1_1_1_2 hd_b_ch2.tab24_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Having a child with ADHD had negative impacts on emotional wellbeing and social functioning</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_3 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_4 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_5 hd_b_ch2.tab24_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_3 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_4 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_3 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_4 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_3 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab24_1_1_1_3 hd_h_ch2.tab24_1_1_2_4 hd_b_ch2.tab24_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab25"><div id="ch2.tab25" class="table"><h3><span class="label">Table 25</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab25/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab25_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab25_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab25_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab25_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab25_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab25_1_1_1_1" id="hd_h_ch2.tab25_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab25_1_1_1_1" id="hd_h_ch2.tab25_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab25_1_1_1_3" id="hd_h_ch2.tab25_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab25_1_1_1_3" id="hd_h_ch2.tab25_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab25_1_1_1_3" id="hd_h_ch2.tab25_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab25_1_1_1_1 hd_h_ch2.tab25_1_1_2_1 hd_h_ch2.tab25_1_1_2_2 hd_h_ch2.tab25_1_1_1_2 hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_3 hd_h_ch2.tab25_1_1_2_4 hd_h_ch2.tab25_1_1_2_5" id="hd_b_ch2.tab25_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">High demand</th></tr><tr><td headers="hd_h_ch2.tab25_1_1_1_1 hd_h_ch2.tab25_1_1_2_1 hd_b_ch2.tab25_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>9</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab25_1_1_1_1 hd_h_ch2.tab25_1_1_2_2 hd_b_ch2.tab25_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>8 interviews; 1 focus group</p>
|
|
<p>(3 USA; 2 UK; 1 Taiwan; 1 Sweden; mixed European countries;1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab25_1_1_1_2 hd_b_ch2.tab25_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Bringing up a child with ADHD can be highly demanding and cause high levels of emotional and physical exhaustion</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_3 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_4 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_5 hd_b_ch2.tab25_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_3 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_4 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_3 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_4 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_3 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab25_1_1_1_3 hd_h_ch2.tab25_1_1_2_4 hd_b_ch2.tab25_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab26"><div id="ch2.tab26" class="table"><h3><span class="label">Table 26</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab26/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab26_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab26_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab26_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab26_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab26_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab26_1_1_1_1" id="hd_h_ch2.tab26_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab26_1_1_1_1" id="hd_h_ch2.tab26_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab26_1_1_1_3" id="hd_h_ch2.tab26_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab26_1_1_1_3" id="hd_h_ch2.tab26_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab26_1_1_1_3" id="hd_h_ch2.tab26_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab26_1_1_1_1 hd_h_ch2.tab26_1_1_2_1 hd_h_ch2.tab26_1_1_2_2 hd_h_ch2.tab26_1_1_1_2 hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_3 hd_h_ch2.tab26_1_1_2_4 hd_h_ch2.tab26_1_1_2_5" id="hd_b_ch2.tab26_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Employment/education</th></tr><tr><td headers="hd_h_ch2.tab26_1_1_1_1 hd_h_ch2.tab26_1_1_2_1 hd_b_ch2.tab26_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>2</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab26_1_1_1_1 hd_h_ch2.tab26_1_1_2_2 hd_b_ch2.tab26_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(USA; Mixed European countries)</p>
|
|
</td><td headers="hd_h_ch2.tab26_1_1_1_2 hd_b_ch2.tab26_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Parents had to reduce their working hours, stop working entirely, and put educational opportunities on hold to care for their child</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_3 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_4 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_5 hd_b_ch2.tab26_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_3 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_4 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_3 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_4 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_3 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab26_1_1_1_3 hd_h_ch2.tab26_1_1_2_4 hd_b_ch2.tab26_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab27"><div id="ch2.tab27" class="table"><h3><span class="label">Table 27</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab27/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab27_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab27_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab27_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab27_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab27_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab27_1_1_1_1" id="hd_h_ch2.tab27_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab27_1_1_1_1" id="hd_h_ch2.tab27_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab27_1_1_1_3" id="hd_h_ch2.tab27_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab27_1_1_1_3" id="hd_h_ch2.tab27_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab27_1_1_1_3" id="hd_h_ch2.tab27_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab27_1_1_1_1 hd_h_ch2.tab27_1_1_2_1 hd_h_ch2.tab27_1_1_2_2 hd_h_ch2.tab27_1_1_1_2 hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_3 hd_h_ch2.tab27_1_1_2_4 hd_h_ch2.tab27_1_1_2_5" id="hd_b_ch2.tab27_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Access to services</th></tr><tr><td headers="hd_h_ch2.tab27_1_1_1_1 hd_h_ch2.tab27_1_1_2_1 hd_b_ch2.tab27_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>5</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab27_1_1_1_1 hd_h_ch2.tab27_1_1_2_2 hd_b_ch2.tab27_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(1 USA; 1 Taiwan; 1 UK; 1 China; 1 Hong Kong)</p>
|
|
</td><td headers="hd_h_ch2.tab27_1_1_1_2 hd_b_ch2.tab27_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Parents did not know how to access services</p>
|
|
<p>Lack of information after diagnosis</p>
|
|
<p>Treatment options not provided</p>
|
|
</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_3 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_4 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_5 hd_b_ch2.tab27_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_3 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_4 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_3 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_4 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_3 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab27_1_1_1_3 hd_h_ch2.tab27_1_1_2_4 hd_b_ch2.tab27_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab28"><div id="ch2.tab28" class="table"><h3><span class="label">Table 28</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab28/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab28_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab28_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab28_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab28_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab28_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab28_1_1_1_1" id="hd_h_ch2.tab28_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab28_1_1_1_1" id="hd_h_ch2.tab28_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab28_1_1_1_3" id="hd_h_ch2.tab28_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab28_1_1_1_3" id="hd_h_ch2.tab28_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab28_1_1_1_3" id="hd_h_ch2.tab28_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab28_1_1_1_1 hd_h_ch2.tab28_1_1_2_1 hd_h_ch2.tab28_1_1_2_2 hd_h_ch2.tab28_1_1_1_2 hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_3 hd_h_ch2.tab28_1_1_2_4 hd_h_ch2.tab28_1_1_2_5" id="hd_b_ch2.tab28_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Information needs</th></tr><tr><td headers="hd_h_ch2.tab28_1_1_1_1 hd_h_ch2.tab28_1_1_2_1 hd_b_ch2.tab28_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>9</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab28_1_1_1_1 hd_h_ch2.tab28_1_1_2_2 hd_b_ch2.tab28_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>7 interviews; 2 focus groups</p>
|
|
<p>(5 USA; 2 UK; 1 China; 1 Hong Kong; 1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab28_1_1_1_2 hd_b_ch2.tab28_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Parents felt they required more information about the causes, mechanisms, and functional implications of ADHD</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_3 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_4 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_5 hd_b_ch2.tab28_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_3 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_4 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_3 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_4 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_3 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab28_1_1_1_3 hd_h_ch2.tab28_1_1_2_4 hd_b_ch2.tab28_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab29"><div id="ch2.tab29" class="table"><h3><span class="label">Table 29</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab29/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab29_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab29_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:top;">Study design and sample size</th><th id="hd_h_ch2.tab29_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab29_1_1_1_2" style="text-align:left;vertical-align:top;">Themes</th><th id="hd_h_ch2.tab29_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:top;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab29_1_1_1_1" id="hd_h_ch2.tab29_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab29_1_1_1_1" id="hd_h_ch2.tab29_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Design</th><th headers="hd_h_ch2.tab29_1_1_1_3" id="hd_h_ch2.tab29_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Criteria</th><th headers="hd_h_ch2.tab29_1_1_1_3" id="hd_h_ch2.tab29_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Rating</th><th headers="hd_h_ch2.tab29_1_1_1_3" id="hd_h_ch2.tab29_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab29_1_1_1_1 hd_h_ch2.tab29_1_1_2_1 hd_h_ch2.tab29_1_1_2_2 hd_h_ch2.tab29_1_1_1_2 hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_3 hd_h_ch2.tab29_1_1_2_4 hd_h_ch2.tab29_1_1_2_5" id="hd_b_ch2.tab29_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Diagnosis</th></tr><tr><td headers="hd_h_ch2.tab29_1_1_1_1 hd_h_ch2.tab29_1_1_2_1 hd_b_ch2.tab29_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">6</td><td headers="hd_h_ch2.tab29_1_1_1_1 hd_h_ch2.tab29_1_1_2_2 hd_b_ch2.tab29_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(2 UK; 1 Belgium and the UK; 1 Netherlands; 1 Norway; 1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab29_1_1_1_2 hd_b_ch2.tab29_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Healthcare professional’s experiences, perspectives and understanding of ADHD impacted whether someone would receive a diagnosis</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_3 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_4 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_5 hd_b_ch2.tab29_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_3 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_4 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_3 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_4 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_3 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab29_1_1_1_3 hd_h_ch2.tab29_1_1_2_4 hd_b_ch2.tab29_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab30"><div id="ch2.tab30" class="table"><h3><span class="label">Table 30</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab30/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab30_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab30_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab30_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab30_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab30_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab30_1_1_1_1" id="hd_h_ch2.tab30_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab30_1_1_1_1" id="hd_h_ch2.tab30_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab30_1_1_1_3" id="hd_h_ch2.tab30_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab30_1_1_1_3" id="hd_h_ch2.tab30_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab30_1_1_1_3" id="hd_h_ch2.tab30_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab30_1_1_1_1 hd_h_ch2.tab30_1_1_2_1 hd_h_ch2.tab30_1_1_2_2 hd_h_ch2.tab30_1_1_1_2 hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_3 hd_h_ch2.tab30_1_1_2_4 hd_h_ch2.tab30_1_1_2_5" id="hd_b_ch2.tab30_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Recognition</th></tr><tr><td headers="hd_h_ch2.tab30_1_1_1_1 hd_h_ch2.tab30_1_1_2_1 hd_b_ch2.tab30_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">2</td><td headers="hd_h_ch2.tab30_1_1_1_1 hd_h_ch2.tab30_1_1_2_2 hd_b_ch2.tab30_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>UK</p>
|
|
</td><td headers="hd_h_ch2.tab30_1_1_1_2 hd_b_ch2.tab30_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
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|
<p>GPs had difficulty in recognising ADHD</p>
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|
<p>Lack of training</p>
|
|
<p>Difference between normal behaviour and ADHD symptoms</p>
|
|
</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_3 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_4 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">severe limitations</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_5 hd_b_ch2.tab30_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_3 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_4 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_3 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_4 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_3 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab30_1_1_1_3 hd_h_ch2.tab30_1_1_2_4 hd_b_ch2.tab30_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab31"><div id="ch2.tab31" class="table"><h3><span class="label">Table 31</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab31/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab31_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab31_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab31_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab31_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab31_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab31_1_1_1_1" id="hd_h_ch2.tab31_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab31_1_1_1_1" id="hd_h_ch2.tab31_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab31_1_1_1_3" id="hd_h_ch2.tab31_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab31_1_1_1_3" id="hd_h_ch2.tab31_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab31_1_1_1_3" id="hd_h_ch2.tab31_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab31_1_1_1_1 hd_h_ch2.tab31_1_1_2_1 hd_h_ch2.tab31_1_1_2_2 hd_h_ch2.tab31_1_1_1_2 hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_3 hd_h_ch2.tab31_1_1_2_4 hd_h_ch2.tab31_1_1_2_5" id="hd_b_ch2.tab31_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Attitudes</th></tr><tr><td headers="hd_h_ch2.tab31_1_1_1_1 hd_h_ch2.tab31_1_1_2_1 hd_b_ch2.tab31_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">3</td><td headers="hd_h_ch2.tab31_1_1_1_1 hd_h_ch2.tab31_1_1_2_2 hd_b_ch2.tab31_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(1 UK; 2 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab31_1_1_1_2 hd_b_ch2.tab31_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>GPs had negative attitudes towards ADHD</p>
|
|
<p>Diagnosis harmful</p>
|
|
<p>ADHD overused and ill-defined</p>
|
|
<p>Shortcomings of parenting</p>
|
|
</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_3 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_4 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">severe limitations</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_5 hd_b_ch2.tab31_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">VERY LOW</td></tr><tr><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_3 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_4 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_3 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_4 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_3 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab31_1_1_1_3 hd_h_ch2.tab31_1_1_2_4 hd_b_ch2.tab31_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab32"><div id="ch2.tab32" class="table"><h3><span class="label">Table 32</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab32/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab32_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab32_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab32_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab32_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab32_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab32_1_1_1_1" id="hd_h_ch2.tab32_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab32_1_1_1_1" id="hd_h_ch2.tab32_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab32_1_1_1_3" id="hd_h_ch2.tab32_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab32_1_1_1_3" id="hd_h_ch2.tab32_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab32_1_1_1_3" id="hd_h_ch2.tab32_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab32_1_1_1_1 hd_h_ch2.tab32_1_1_2_1 hd_h_ch2.tab32_1_1_2_2 hd_h_ch2.tab32_1_1_1_2 hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_3 hd_h_ch2.tab32_1_1_2_4 hd_h_ch2.tab32_1_1_2_5" id="hd_b_ch2.tab32_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Management</th></tr><tr><td headers="hd_h_ch2.tab32_1_1_1_1 hd_h_ch2.tab32_1_1_2_1 hd_b_ch2.tab32_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">3</td><td headers="hd_h_ch2.tab32_1_1_1_1 hd_h_ch2.tab32_1_1_2_2 hd_b_ch2.tab32_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(Netherlands; Australia; UK)</p>
|
|
</td><td headers="hd_h_ch2.tab32_1_1_1_2 hd_b_ch2.tab32_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>GPs had limited understanding of their role in treatment management</p>
|
|
<p>Online training course</p>
|
|
</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_3 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_4 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_5 hd_b_ch2.tab32_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_3 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_4 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_3 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_4 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_3 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab32_1_1_1_3 hd_h_ch2.tab32_1_1_2_4 hd_b_ch2.tab32_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab33"><div id="ch2.tab33" class="table"><h3><span class="label">Table 33</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab33/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab33_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab33_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab33_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab33_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab33_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab33_1_1_1_1" id="hd_h_ch2.tab33_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab33_1_1_1_1" id="hd_h_ch2.tab33_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab33_1_1_1_3" id="hd_h_ch2.tab33_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab33_1_1_1_3" id="hd_h_ch2.tab33_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab33_1_1_1_3" id="hd_h_ch2.tab33_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab33_1_1_1_1 hd_h_ch2.tab33_1_1_2_1 hd_h_ch2.tab33_1_1_2_2 hd_h_ch2.tab33_1_1_1_2 hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_3 hd_h_ch2.tab33_1_1_2_4 hd_h_ch2.tab33_1_1_2_5" id="hd_b_ch2.tab33_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Challenges for teachers</th></tr><tr><td headers="hd_h_ch2.tab33_1_1_1_1 hd_h_ch2.tab33_1_1_2_1 hd_b_ch2.tab33_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>3</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab33_1_1_1_1 hd_h_ch2.tab33_1_1_2_2 hd_b_ch2.tab33_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(1 Palestine; 1 Korea; 1 USA)</p>
|
|
</td><td headers="hd_h_ch2.tab33_1_1_1_2 hd_b_ch2.tab33_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Teachers found it difficult to support children and young people with ADHD</p>
|
|
<p>Time and resource constraints</p>
|
|
<p>Lack of training</p>
|
|
</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_3 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_4 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_5 hd_b_ch2.tab33_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_3 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_4 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_3 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_4 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_3 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab33_1_1_1_3 hd_h_ch2.tab33_1_1_2_4 hd_b_ch2.tab33_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab34"><div id="ch2.tab34" class="table"><h3><span class="label">Table 34</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab34/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab34_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab34_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab34_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab34_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab34_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab34_1_1_1_1" id="hd_h_ch2.tab34_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab34_1_1_1_1" id="hd_h_ch2.tab34_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab34_1_1_1_3" id="hd_h_ch2.tab34_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab34_1_1_1_3" id="hd_h_ch2.tab34_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab34_1_1_1_3" id="hd_h_ch2.tab34_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab34_1_1_1_1 hd_h_ch2.tab34_1_1_2_1 hd_h_ch2.tab34_1_1_2_2 hd_h_ch2.tab34_1_1_1_2 hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_3 hd_h_ch2.tab34_1_1_2_4 hd_h_ch2.tab34_1_1_2_5" id="hd_b_ch2.tab34_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Teachers’ attitudes</th></tr><tr><td headers="hd_h_ch2.tab34_1_1_1_1 hd_h_ch2.tab34_1_1_2_1 hd_b_ch2.tab34_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab34_1_1_1_1 hd_h_ch2.tab34_1_1_2_2 hd_b_ch2.tab34_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>(3 interviews; 1 focus groups_</p>
|
|
<p>(1 USA; 1 UK; 1 Australia; 1 Palestine)</p>
|
|
</td><td headers="hd_h_ch2.tab34_1_1_1_2 hd_b_ch2.tab34_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Some teachers displayed negative attitudes towards the condition</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_3 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_4 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_5 hd_b_ch2.tab34_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_3 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_4 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_3 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_4 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_3 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab34_1_1_1_3 hd_h_ch2.tab34_1_1_2_4 hd_b_ch2.tab34_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab35"><div id="ch2.tab35" class="table"><h3><span class="label">Table 35</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab35/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab35_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab35_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab35_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab35_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab35_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab35_1_1_1_1" id="hd_h_ch2.tab35_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab35_1_1_1_1" id="hd_h_ch2.tab35_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab35_1_1_1_3" id="hd_h_ch2.tab35_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab35_1_1_1_3" id="hd_h_ch2.tab35_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab35_1_1_1_3" id="hd_h_ch2.tab35_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab35_1_1_1_1 hd_h_ch2.tab35_1_1_2_1 hd_h_ch2.tab35_1_1_2_2 hd_h_ch2.tab35_1_1_1_2 hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_3 hd_h_ch2.tab35_1_1_2_4 hd_h_ch2.tab35_1_1_2_5" id="hd_b_ch2.tab35_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Parents’ attitudes</th></tr><tr><td headers="hd_h_ch2.tab35_1_1_1_1 hd_h_ch2.tab35_1_1_2_1 hd_b_ch2.tab35_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab35_1_1_1_1 hd_h_ch2.tab35_1_1_2_2 hd_b_ch2.tab35_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Focus groups</p>
|
|
<p>USA</p>
|
|
</td><td headers="hd_h_ch2.tab35_1_1_1_2 hd_b_ch2.tab35_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Parents felt behavioural problems were a result of poor teaching and were insulted by teachers suggesting visiting a doctor</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_3 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_4 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_5 hd_b_ch2.tab35_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_3 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_4 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_3 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_4 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_3 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab35_1_1_1_3 hd_h_ch2.tab35_1_1_2_4 hd_b_ch2.tab35_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab36"><div id="ch2.tab36" class="table"><h3><span class="label">Table 36</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab36/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab36_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab36_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab36_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab36_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab36_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab36_1_1_1_1" id="hd_h_ch2.tab36_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab36_1_1_1_1" id="hd_h_ch2.tab36_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab36_1_1_1_3" id="hd_h_ch2.tab36_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab36_1_1_1_3" id="hd_h_ch2.tab36_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab36_1_1_1_3" id="hd_h_ch2.tab36_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab36_1_1_1_1 hd_h_ch2.tab36_1_1_2_1 hd_h_ch2.tab36_1_1_2_2 hd_h_ch2.tab36_1_1_1_2 hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_3 hd_h_ch2.tab36_1_1_2_4 hd_h_ch2.tab36_1_1_2_5" id="hd_b_ch2.tab36_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Communication</th></tr><tr><td headers="hd_h_ch2.tab36_1_1_1_1 hd_h_ch2.tab36_1_1_2_1 hd_b_ch2.tab36_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab36_1_1_1_1 hd_h_ch2.tab36_1_1_2_2 hd_b_ch2.tab36_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>3 interviews; 1 focus group</p>
|
|
<p>(1 UK; 1 USA; 1 Canada; 1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab36_1_1_1_2 hd_b_ch2.tab36_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Parents and teacher often conflicted when discussing the child’s behavioural difficulties</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_3 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_4 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_5 hd_b_ch2.tab36_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_3 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_4 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_3 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_4 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_3 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab36_1_1_1_3 hd_h_ch2.tab36_1_1_2_4 hd_b_ch2.tab36_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab37"><div id="ch2.tab37" class="table"><h3><span class="label">Table 37</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab37/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab37_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab37_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab37_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab37_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab37_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab37_1_1_1_1" id="hd_h_ch2.tab37_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab37_1_1_1_1" id="hd_h_ch2.tab37_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab37_1_1_1_3" id="hd_h_ch2.tab37_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab37_1_1_1_3" id="hd_h_ch2.tab37_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab37_1_1_1_3" id="hd_h_ch2.tab37_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab37_1_1_1_1 hd_h_ch2.tab37_1_1_2_1 hd_h_ch2.tab37_1_1_2_2 hd_h_ch2.tab37_1_1_1_2 hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_3 hd_h_ch2.tab37_1_1_2_4 hd_h_ch2.tab37_1_1_2_5" id="hd_b_ch2.tab37_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Factors influencing the classroom experience</th></tr><tr><td headers="hd_h_ch2.tab37_1_1_1_1 hd_h_ch2.tab37_1_1_2_1 hd_b_ch2.tab37_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>Children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab37_1_1_1_1 hd_h_ch2.tab37_1_1_2_2 hd_b_ch2.tab37_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(2 UK; 1 Canada; 1 USA)</p>
|
|
</td><td headers="hd_h_ch2.tab37_1_1_1_2 hd_b_ch2.tab37_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Children benefited from small classes with minimized distractions and good teaching techniques and support</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_3 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_4 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_5 hd_b_ch2.tab37_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_3 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_4 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_3 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_4 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_3 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab37_1_1_1_3 hd_h_ch2.tab37_1_1_2_4 hd_b_ch2.tab37_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab38"><div id="ch2.tab38" class="table"><h3><span class="label">Table 38</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab38/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab38_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab38_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab38_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab38_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab38_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab38_1_1_1_1" id="hd_h_ch2.tab38_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab38_1_1_1_1" id="hd_h_ch2.tab38_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab38_1_1_1_3" id="hd_h_ch2.tab38_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab38_1_1_1_3" id="hd_h_ch2.tab38_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab38_1_1_1_3" id="hd_h_ch2.tab38_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab38_1_1_1_1 hd_h_ch2.tab38_1_1_2_1 hd_h_ch2.tab38_1_1_2_2 hd_h_ch2.tab38_1_1_1_2 hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_3 hd_h_ch2.tab38_1_1_2_4 hd_h_ch2.tab38_1_1_2_5" id="hd_b_ch2.tab38_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Experiences of service use</th></tr><tr><td headers="hd_h_ch2.tab38_1_1_1_1 hd_h_ch2.tab38_1_1_2_1 hd_b_ch2.tab38_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>4</p>
|
|
<p>2 children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab38_1_1_1_1 hd_h_ch2.tab38_1_1_2_2 hd_b_ch2.tab38_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>3 interviews; 1 focus group</p>
|
|
<p>(1 Belgium; 3 UK)</p>
|
|
</td><td headers="hd_h_ch2.tab38_1_1_1_2 hd_b_ch2.tab38_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People experienced delayed services with long diagnostic processes and a lack of follow up care</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_3 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_4 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_5 hd_b_ch2.tab38_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_3 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_4 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_3 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_4 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_3 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab38_1_1_1_3 hd_h_ch2.tab38_1_1_2_4 hd_b_ch2.tab38_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab39"><div id="ch2.tab39" class="table"><h3><span class="label">Table 39</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab39/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab39_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab39_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab39_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab39_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab39_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab39_1_1_1_1" id="hd_h_ch2.tab39_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab39_1_1_1_1" id="hd_h_ch2.tab39_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab39_1_1_1_3" id="hd_h_ch2.tab39_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab39_1_1_1_3" id="hd_h_ch2.tab39_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab39_1_1_1_3" id="hd_h_ch2.tab39_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab39_1_1_1_1 hd_h_ch2.tab39_1_1_2_1 hd_h_ch2.tab39_1_1_2_2 hd_h_ch2.tab39_1_1_1_2 hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_3 hd_h_ch2.tab39_1_1_2_4 hd_h_ch2.tab39_1_1_2_5" id="hd_b_ch2.tab39_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Transition to adult services</th></tr><tr><td headers="hd_h_ch2.tab39_1_1_1_1 hd_h_ch2.tab39_1_1_2_1 hd_b_ch2.tab39_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">2 adults</td><td headers="hd_h_ch2.tab39_1_1_1_1 hd_h_ch2.tab39_1_1_2_2 hd_b_ch2.tab39_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>UK</p>
|
|
</td><td headers="hd_h_ch2.tab39_1_1_1_2 hd_b_ch2.tab39_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People found a delay in referral to adult services</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_3 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_4 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_5 hd_b_ch2.tab39_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_3 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_4 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_3 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_4 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">fully relevant</td></tr><tr><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_3 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab39_1_1_1_3 hd_h_ch2.tab39_1_1_2_4 hd_b_ch2.tab39_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab40"><div id="ch2.tab40" class="table"><h3><span class="label">Table 40</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab40/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab40_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab40_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab40_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab40_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab40_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab40_1_1_1_1" id="hd_h_ch2.tab40_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab40_1_1_1_1" id="hd_h_ch2.tab40_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab40_1_1_1_3" id="hd_h_ch2.tab40_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab40_1_1_1_3" id="hd_h_ch2.tab40_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab40_1_1_1_3" id="hd_h_ch2.tab40_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab40_1_1_1_1 hd_h_ch2.tab40_1_1_2_1 hd_h_ch2.tab40_1_1_2_2 hd_h_ch2.tab40_1_1_1_2 hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_3 hd_h_ch2.tab40_1_1_2_4 hd_h_ch2.tab40_1_1_2_5" id="hd_b_ch2.tab40_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Improving the treatment pathway</th></tr><tr><td headers="hd_h_ch2.tab40_1_1_1_1 hd_h_ch2.tab40_1_1_2_1 hd_b_ch2.tab40_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">1</td><td headers="hd_h_ch2.tab40_1_1_1_1 hd_h_ch2.tab40_1_1_2_2 hd_b_ch2.tab40_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Focus groups</p>
|
|
<p>UK</p>
|
|
</td><td headers="hd_h_ch2.tab40_1_1_1_2 hd_b_ch2.tab40_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">Healthcare professionals felt interventions could be improved with initial home visits and addressing parents’ own mental health conditions.</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_3 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_4 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_5 hd_b_ch2.tab40_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_3 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_4 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_3 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_4 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_3 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab40_1_1_1_3 hd_h_ch2.tab40_1_1_2_4 hd_b_ch2.tab40_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab41"><div id="ch2.tab41" class="table"><h3><span class="label">Table 41</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab41/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab41_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab41_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab41_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab41_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab41_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab41_1_1_1_1" id="hd_h_ch2.tab41_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab41_1_1_1_1" id="hd_h_ch2.tab41_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab41_1_1_1_3" id="hd_h_ch2.tab41_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab41_1_1_1_3" id="hd_h_ch2.tab41_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab41_1_1_1_3" id="hd_h_ch2.tab41_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab41_1_1_1_1 hd_h_ch2.tab41_1_1_2_1 hd_h_ch2.tab41_1_1_2_2 hd_h_ch2.tab41_1_1_1_2 hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_3 hd_h_ch2.tab41_1_1_2_4 hd_h_ch2.tab41_1_1_2_5" id="hd_b_ch2.tab41_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Support groups</th></tr><tr><td headers="hd_h_ch2.tab41_1_1_1_1 hd_h_ch2.tab41_1_1_2_1 hd_b_ch2.tab41_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>5</p>
|
|
<p>3 children and young people</p>
|
|
<p>2 adults</p>
|
|
</td><td headers="hd_h_ch2.tab41_1_1_1_1 hd_h_ch2.tab41_1_1_2_2 hd_b_ch2.tab41_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1 interview; 2 focus groups</p>
|
|
<p>(3 USA; 1 China; 1 Australia)</p>
|
|
</td><td headers="hd_h_ch2.tab41_1_1_1_2 hd_b_ch2.tab41_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>People wanted access to support groups to talk to other people in similar situations</p>
|
|
<p>Emphasised in women with ADHD</p>
|
|
</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_3 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_4 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_5 hd_b_ch2.tab41_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">MODERATE</td></tr><tr><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_3 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_4 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_3 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_4 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_3 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab41_1_1_1_3 hd_h_ch2.tab41_1_1_2_4 hd_b_ch2.tab41_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab42"><div id="ch2.tab42" class="table"><h3><span class="label">Table 42</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab42/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab42_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab42_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab42_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab42_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab42_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab42_1_1_1_1" id="hd_h_ch2.tab42_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab42_1_1_1_1" id="hd_h_ch2.tab42_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab42_1_1_1_3" id="hd_h_ch2.tab42_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab42_1_1_1_3" id="hd_h_ch2.tab42_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab42_1_1_1_3" id="hd_h_ch2.tab42_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab42_1_1_1_1 hd_h_ch2.tab42_1_1_2_1 hd_h_ch2.tab42_1_1_2_2 hd_h_ch2.tab42_1_1_1_2 hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_3 hd_h_ch2.tab42_1_1_2_4 hd_h_ch2.tab42_1_1_2_5" id="hd_b_ch2.tab42_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Written and oral presentations</th></tr><tr><td headers="hd_h_ch2.tab42_1_1_1_1 hd_h_ch2.tab42_1_1_2_1 hd_b_ch2.tab42_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>1</p>
|
|
<p>Parents of children and young people</p>
|
|
</td><td headers="hd_h_ch2.tab42_1_1_1_1 hd_h_ch2.tab42_1_1_2_2 hd_b_ch2.tab42_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>USA</p>
|
|
</td><td headers="hd_h_ch2.tab42_1_1_1_2 hd_b_ch2.tab42_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People felt detailed written information about ADHD or oral summaries would be most useful</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_3 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_4 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor limitations</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_5 hd_b_ch2.tab42_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_3 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_4 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_3 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_4 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_3 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab42_1_1_1_3 hd_h_ch2.tab42_1_1_2_4 hd_b_ch2.tab42_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab43"><div id="ch2.tab43" class="table"><h3><span class="label">Table 43</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab43/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab43_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab43_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab43_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab43_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab43_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab43_1_1_1_1" id="hd_h_ch2.tab43_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab43_1_1_1_1" id="hd_h_ch2.tab43_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab43_1_1_1_3" id="hd_h_ch2.tab43_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab43_1_1_1_3" id="hd_h_ch2.tab43_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab43_1_1_1_3" id="hd_h_ch2.tab43_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab43_1_1_1_1 hd_h_ch2.tab43_1_1_2_1 hd_h_ch2.tab43_1_1_2_2 hd_h_ch2.tab43_1_1_1_2 hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_3 hd_h_ch2.tab43_1_1_2_4 hd_h_ch2.tab43_1_1_2_5" id="hd_b_ch2.tab43_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">The internet</th></tr><tr><td headers="hd_h_ch2.tab43_1_1_1_1 hd_h_ch2.tab43_1_1_2_1 hd_b_ch2.tab43_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>2</p>
|
|
<p>Adults</p>
|
|
</td><td headers="hd_h_ch2.tab43_1_1_1_1 hd_h_ch2.tab43_1_1_2_2 hd_b_ch2.tab43_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>(USA; Netherlands)</p>
|
|
</td><td headers="hd_h_ch2.tab43_1_1_1_2 hd_b_ch2.tab43_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">People felt direction on which internet sources to use would be helpful, and GPs found online training materials to be useful</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_3 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_4 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_5 hd_b_ch2.tab43_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_3 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_4 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_3 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_4 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_3 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab43_1_1_1_3 hd_h_ch2.tab43_1_1_2_4 hd_b_ch2.tab43_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2tab44"><div id="ch2.tab44" class="table"><h3><span class="label">Table 44</span><span class="title">Summary of evidence</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.tab44/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.tab44_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.tab44_1_1_1_1" colspan="2" rowspan="1" style="text-align:left;vertical-align:bottom;">Study design and sample size</th><th id="hd_h_ch2.tab44_1_1_1_2" rowspan="2" colspan="1" headers="hd_h_ch2.tab44_1_1_1_2" style="text-align:left;vertical-align:bottom;">Themes</th><th id="hd_h_ch2.tab44_1_1_1_3" colspan="3" rowspan="1" style="text-align:left;vertical-align:bottom;">Quality assessment</th></tr><tr><th headers="hd_h_ch2.tab44_1_1_1_1" id="hd_h_ch2.tab44_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">No of studies contributing to the theme</th><th headers="hd_h_ch2.tab44_1_1_1_1" id="hd_h_ch2.tab44_1_1_2_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Design</th><th headers="hd_h_ch2.tab44_1_1_1_3" id="hd_h_ch2.tab44_1_1_2_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Criteria</th><th headers="hd_h_ch2.tab44_1_1_1_3" id="hd_h_ch2.tab44_1_1_2_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Rating</th><th headers="hd_h_ch2.tab44_1_1_1_3" id="hd_h_ch2.tab44_1_1_2_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Overall assessment of confidence</th></tr></thead><tbody><tr><th headers="hd_h_ch2.tab44_1_1_1_1 hd_h_ch2.tab44_1_1_2_1 hd_h_ch2.tab44_1_1_2_2 hd_h_ch2.tab44_1_1_1_2 hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_3 hd_h_ch2.tab44_1_1_2_4 hd_h_ch2.tab44_1_1_2_5" id="hd_b_ch2.tab44_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:middle;">Methods for children</th></tr><tr><td headers="hd_h_ch2.tab44_1_1_1_1 hd_h_ch2.tab44_1_1_2_1 hd_b_ch2.tab44_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">2</td><td headers="hd_h_ch2.tab44_1_1_1_1 hd_h_ch2.tab44_1_1_2_2 hd_b_ch2.tab44_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Interviews</p>
|
|
<p>USA</p>
|
|
</td><td headers="hd_h_ch2.tab44_1_1_1_2 hd_b_ch2.tab44_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>People felt that care needed to be taken when explaining ADHD to children</p>
|
|
<p>Avoiding negative words</p>
|
|
<p>Non-medical narratives</p>
|
|
<p>Assurances</p>
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</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_3 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_4 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate limitations</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_5 hd_b_ch2.tab44_1_1_1_1" rowspan="4" colspan="1" style="text-align:left;vertical-align:top;">LOW</td></tr><tr><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_3 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coherence</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_4 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">minor concerns about coherence</td></tr><tr><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_3 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Relevance</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_4 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">partially relevant</td></tr><tr><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_3 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Adequacy</td><td headers="hd_h_ch2.tab44_1_1_1_3 hd_h_ch2.tab44_1_1_2_4 hd_b_ch2.tab44_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">moderate concerns about adequacy</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appatab1"><div id="ch2.appa.tab1" class="table"><h3><span class="label">Table 45</span><span class="title">Review protocol: Information and support for people with ADHD</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appa.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appa.tab1_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Field</th><th id="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Content</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Review question</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">What are the information and support needs of children, young people and adults with ADHD and their family and carers after diagnosis?</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Type of review question</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Objective of the review</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To identify the information and support needs that of people with ADHD, have to support their wellbeing following diagnosis.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Eligibility criteria – population / disease / condition / issue / domain</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<ul id="ch2.l4"><li id="ch2.lt7" class="half_rhythm"><div>Children, young people and adults with ADHD.</div></li><li id="ch2.lt8" class="half_rhythm"><div>Family, partners and carers of people with ADHD</div></li><li id="ch2.lt9" class="half_rhythm"><div>Teachers/professionals involved in education and employers</div></li><li id="ch2.lt10" class="half_rhythm"><div>Healthcare professionals involved in the care of people with ADHD (primary care, professionals who deliver treatment (pharma or non-pharma) and social care)</div></li></ul></td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Eligibility criteria – intervention(s) / exposure(s) / prognostic factor(s)</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Eligibility criteria – comparator(s) / control or reference (gold) standard</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes and prioritisation</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Themes will be derived from the evidence identified for this review, and not pre-specified by the guideline committee in advance. However, relevant themes may include:
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<ul id="ch2.l5"><li id="ch2.lt11" class="half_rhythm"><div>What information clinicians should provide to people with ADHD, their families and carers about ADHD</div></li><li id="ch2.lt12" class="half_rhythm"><div>What information should be provided around the possible impacts of ADHD on a person’s life</div></li><li id="ch2.lt13" class="half_rhythm"><div>Information for GPs and healthcare professionals (including for professionals treating conditions comorbid to ADHD)</div></li><li id="ch2.lt14" class="half_rhythm"><div>Information for educationalists and employers</div></li><li id="ch2.lt15" class="half_rhythm"><div>The timing/frequency of information and support</div></li><li id="ch2.lt16" class="half_rhythm"><div>Information about managing treatment</div></li><li id="ch2.lt17" class="half_rhythm"><div>Emotional and psychological support, and physical activity and care</div></li><li id="ch2.lt18" class="half_rhythm"><div>Sport and physical activity</div></li><li id="ch2.lt19" class="half_rhythm"><div>Support to engage in education and employment</div></li><li id="ch2.lt20" class="half_rhythm"><div>Support for maintaining relationships</div></li><li id="ch2.lt21" class="half_rhythm"><div>Information around effective coping strategies. Important of personalising information/support</div></li><li id="ch2.lt22" class="half_rhythm"><div>Information/support from expert patient</div></li><li id="ch2.lt23" class="half_rhythm"><div>Information about independent living/financial management, including seeking financial support</div></li><li id="ch2.lt24" class="half_rhythm"><div>The role of written information/support (e.g. leaflets, workbooks)</div></li><li id="ch2.lt25" class="half_rhythm"><div>The role of online information (e.g. factsheets)/support</div></li><li id="ch2.lt26" class="half_rhythm"><div>The role of apps/innovative technology</div></li><li id="ch2.lt27" class="half_rhythm"><div>Individual vs. group sources of support</div></li><li id="ch2.lt28" class="half_rhythm"><div>Proactive support vs. person-led</div></li></ul></td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Eligibility criteria – study design</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative interview and focus group studies (including studies using grounded theory, phenomenology or other appropriate qualitative approaches); quantitative data from questionnaires will only be considered if insufficient qualitative evidence is identified</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Other inclusion exclusion criteria</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Exclusions:</p>
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<p>ADHD diagnosis made not using DSM-III/ICD-10 or later versions of these (note that studies evaluating treatments for ADHD in a population of people with autistic spectrum disorder will be included if no formal diagnosis of ADHD has been made using these, but evidence of moderate to severe symptoms of hyperactivity, impulsivity, and/or inattention is demonstrated according to validated symptom questionnaires)</p>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Proposed sensitivity / subgroup analysis, or meta-regression</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Selection process – duplicate screening / selection / analysis</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>No duplicate screening was deemed necessary for this question, for more information please see the separate Methods report for this guideline.</p>
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<p>Appraisal of methodological quality: The methodological quality of each study will be assessed using NGC checklists.</p>
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<p>Evidence will be analysed using thematic analysis; findings will be presented narratively and diagrammatically where appropriate. Findings will be reported according to GRADE CERQual standards</p>
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<p>Additional qualitative studies will be added to the review until themes within the analysis become saturated; i.e. studies will only be included if they contribute towards the development of existing themes or to the development of new themes.</p>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Data management (software)</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<ul id="ch2.l6"><li id="ch2.lt29" class="half_rhythm"><div>Endnote for bibliography, citations, sifting and reference management</div></li></ul></td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Information sources – databases and dates</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Clinical search databases to be used: Medline, Embase, CINAHL,PsycINFO</p>
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<p>Date: All years</p>
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<p>Health economics search databases to be used: Medline, Embase, NHSEED, HTA</p>
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<p>Date: Medline, Embase from 2014</p>
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<p>NHSEED, HTA – all years</p>
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<p>Language: Restrict to English only</p>
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<p>Supplementary search techniques: backward citation searching</p>
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<p>Key papers: Not known</p>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Identify if an update</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not an update</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Author contacts</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<a href="https://www.nice.org.uk/guidance/cg72" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">https://www<wbr style="display:inline-block"></wbr>​.nice.org.uk/guidance/cg72</a>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Highlight if amendment to previous protocol</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see section 4.5 of <a href="https://www.nice.org.uk/article/pmg20/chapter/4-Developing-review-questions-and-planning-the-evidence-review#planning-the-evidence-review" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Search strategy – for one database</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see <a href="#ch2.appb">appendix B</a></td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Data collection process – forms / duplicate</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">A standardised evidence table format will be used, and published as <a href="#ch2.appd">appendix D</a> of the evidence report.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Data items – define all variables to be collected</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see evidence tables in <a href="#ch2.appd">Appendix D</a> (clinical evidence tables) or <a href="#ch2.appf">F</a> (health economic evidence tables).</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Methods for assessing bias at outcome / study level</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">The risk of bias across all available evidence was evaluated for each outcome according to GRADE CERQual standards.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Criteria for quantitative synthesis</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Methods for quantitative analysis – combining studies and exploring (in)consistency</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not applicable</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Meta-bias assessment – publication bias, selective reporting bias</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see section 6.2 of <a href="https://www.nice.org.uk/article/pmg20/chapter/6-Reviewing-research-evidence#assessing-the-quality-of-the-evidence" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Confidence in cumulative evidence</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see sections 6.4 and 9.1 of Developing NICE guidelines: the manual.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Rationale / context – what is known</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">For details please see the introduction to the evidence review.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Describe contributions of authors and guarantor</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>A <a href="https://www.nice.org.uk/guidance/cg72/history" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">multidisciplinary committee</a> developed the evidence review. The committee was convened by the National Guideline Centre (NGC) and chaired by Gillian Baird in line with section 3 of <a href="https://www.nice.org.uk/article/pmg20/chapter/1%20Introduction%20and%20overview" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>.</p>
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<p>Staff from NGC undertook systematic literature searches, appraised the evidence, conducted meta-analysis and cost-effectiveness analysis where appropriate, and drafted the evidence review in collaboration with the committee. For details please see <a href="https://www.nice.org.uk/article/pmg20/chapter/1-Introduction-and-overview" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>.</p>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sources of funding / support</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NGC is funded by NICE and hosted by the Royal College of Physicians.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Name of sponsor</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NGC is funded by NICE and hosted by the Royal College of Physicians.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Roles of sponsor</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NICE funds NGC to develop guidelines for those working in the NHS, public health and social care in England.</td></tr><tr><td headers="hd_h_ch2.appa.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PROSPERO registration number</td><td headers="hd_h_ch2.appa.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Not registered</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appatab2"><div id="ch2.appa.tab2" class="table"><h3><span class="label">Table 46</span><span class="title">Health economic review protocol</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appa.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appa.tab2_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appa.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Review question</th><th id="hd_h_ch2.appa.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">All questions – health economic evidence</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appa.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Objectives</td><td headers="hd_h_ch2.appa.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">To identify health economic studies relevant to any of the review questions.</td></tr><tr><td headers="hd_h_ch2.appa.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Search criteria</td><td headers="hd_h_ch2.appa.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Populations, interventions and comparators must be as specified in the clinical review protocols in <a href="#ch2.appa">appendix A</a> above.</p>
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<p>Studies must be of a relevant health economic study design (cost–utility analysis, cost-effectiveness analysis, cost–benefit analysis, cost–consequences analysis, comparative cost analysis).</p>
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<p>Studies must not be a letter, editorial or commentary, or a review of health economic evaluations. (Recent reviews will be ordered although not reviewed. The bibliographies will be checked for relevant studies, which will then be ordered.)</p>
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<p>Unpublished reports will not be considered unless submitted as part of a call for evidence.</p>
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<p>Studies must be in English.</p>
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</td></tr><tr><td headers="hd_h_ch2.appa.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Search strategy</td><td headers="hd_h_ch2.appa.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">A health economic study search will be undertaken using population-specific terms and a health economic study filter – see <a href="#ch2.appb">appendix B</a>. For questions being updated, the search will be run from December 2007, which was the cut-off date for the searches conducted for NICE guideline CG72</td></tr><tr><td headers="hd_h_ch2.appa.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Review strategy</td><td headers="hd_h_ch2.appa.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Studies not meeting any of the search criteria above will be excluded. Studies published before 2001, abstract-only studies and studies from non-OECD countries or the USA will also be excluded.</p>
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<p>Studies published after 2001 that were included in the previous guideline will be reassessed for inclusion and may be included or selectively excluded based on their relevance to the questions covered in this update and whether more applicable evidence is also identified.</p>
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<p>Each remaining study will be assessed for applicability and methodological limitations using the NICE economic evaluation checklist which can be found in appendix H of Developing NICE guidelines: the manual (2014).<a class="bibr" href="#ch2.ref144" rid="ch2.ref144"><sup>144</sup></a></p>
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<p>Inclusion and exclusion criteria</p>
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<p>If a study is rated as both ‘Directly applicable’ and with ‘Minor limitations’ then it will be included in the guideline. A health economic evidence table will be completed and it will be included in the health economic evidence profile.</p>
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<p>If a study is rated as either ‘Not applicable’ or with ‘Very serious limitations’ then it will usually be excluded from the guideline. If it is excluded then a health economic evidence table will not be completed and it will not be included in the health economic evidence profile.</p>
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<p>If a study is rated as ‘Partially applicable’, with ‘Potentially serious limitations’ or both then there is discretion over whether it should be included.</p>
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<p>Where there is discretion</p>
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<p>The health economist will make a decision based on the relative applicability and quality of the available evidence for that question, in discussion with the guideline committee if required. The ultimate aim is to include health economic studies that are helpful for decision-making in the context of the guideline and the current NHS setting. If several studies are considered of sufficiently high applicability and methodological quality that they could all be included, then the health economist, in discussion with the committee if required, may decide to include only the most applicable studies and to selectively exclude the remaining studies. All studies excluded on the basis of applicability or methodological limitations will be listed with explanation as excluded health economic studies in <a href="#ch2.appg">appendix G</a>.</p>
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<p>The health economist will be guided by the following hierarchies.</p>
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<p>Setting:</p>
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<p>UK NHS (most applicable).</p>
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<p>OECD countries with predominantly public health insurance systems (for example, France, Germany, Sweden).</p>
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<p>OECD countries with predominantly private health insurance systems (for example, Switzerland).</p>
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<p>Studies set in non-OECD countries or in the USA will be excluded before being assessed for applicability and methodological limitations.</p>
|
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<p>Health economic study type:</p>
|
|
<p>Cost–utility analysis (most applicable).</p>
|
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<p>Other type of full economic evaluation (cost–benefit analysis, cost-effectiveness analysis, cost–consequences analysis).</p>
|
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<p>Comparative cost analysis.</p>
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<p>Non-comparative cost analyses including cost-of-illness studies will be excluded before being assessed for applicability and methodological limitations.</p>
|
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<p>Year of analysis:</p>
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<p>The more recent the study, the more applicable it will be.</p>
|
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<p>Studies published in 2001 or later (including any such studies included in the previous guideline) but that depend on unit costs and resource data entirely or predominantly from before 2001 will be rated as ‘Not applicable’.</p>
|
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<p>Studies published before 2001 (including any such studies included in the previous guideline) will be excluded before being assessed for applicability and methodological limitations.</p>
|
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<p>Quality and relevance of effectiveness data used in the health economic analysis:</p>
|
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<p>The more closely the clinical effectiveness data used in the health economic analysis match with the outcomes of the studies included in the clinical review the more useful the analysis will be for decision-making in the guideline.</p>
|
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<p>Economic evaluations that are based on studies excluded from the clinical review will be excluded.</p>
|
|
</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab1"><div id="ch2.appb.tab1" class="table"><h3><span class="label">Table 47</span><span class="title">Database date parameters and filters used</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab1_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appb.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Database</th><th id="hd_h_ch2.appb.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Dates searched</th><th id="hd_h_ch2.appb.tab1_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Search filter used</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appb.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Medline (OVID)</td><td headers="hd_h_ch2.appb.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1948 – 28 April 2017</td><td headers="hd_h_ch2.appb.tab1_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Patient views/qualitative studies</p>
|
|
</td></tr><tr><td headers="hd_h_ch2.appb.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Embase (OVID)</td><td headers="hd_h_ch2.appb.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1974– 28 April 2017</td><td headers="hd_h_ch2.appb.tab1_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Patient views/qualitative studies</p>
|
|
</td></tr><tr><td headers="hd_h_ch2.appb.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">CINAHL (EBSCO)</td><td headers="hd_h_ch2.appb.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Inception– 28 April 2017</td><td headers="hd_h_ch2.appb.tab1_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Patient views/qualitative studies</p>
|
|
</td></tr><tr><td headers="hd_h_ch2.appb.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PsycINFO (ProQuest)</td><td headers="hd_h_ch2.appb.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Inception– 28 April 2017</td><td headers="hd_h_ch2.appb.tab1_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Patient views/qualitative studies</p>
|
|
</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab2"><div id="ch2.appb.tab2" class="table"><h3><span class="title">Medline (Ovid) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab2_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">“attention deficit and disruptive behavior disorders”/ or attention deficit disorder with hyperactivity/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*)).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 disorder*).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(adhd or addh or ad hd or ad??hd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(attenti* adj3 deficit*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((hyperkin* or hyper kin*) adj1 (syndrome* or disorder*)) or hkd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(minimal brain adj2 (dysfunct* or disorder*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/1–7</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">limit 8 to English language</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">letter/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">11.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">editorial/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">news/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp historical article/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">14.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Anecdotes as Topic/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">comment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">case report/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">17.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(letter or comment*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/10–17</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">randomized controlled trial/ or random*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18 not 19</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">21.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animals/ not humans/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">22.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Animals, Laboratory/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">23.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp animal experiment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">24.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp animal model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">25.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Rodentia/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(rat or rats or mouse or mice).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/20–26</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 not 27</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">29.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative research/ or Narration/ or exp Interviews as Topic/ or exp “Surveys and Questionnaires”/ or Health care surveys/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">30.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(qualitative or interview* or focus group* or theme* or questionnaire* or survey*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">31.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(metasynthes* or meta-synthes* or metasummar* or meta-summar* or metastud* or meta-stud* or metathem* or meta-them* or ethno* or emic or etic or phenomenolog* or grounded theory or constant compar* or (thematic* adj3 analys*) or theoretical sampl* or purposive sampl* or hermeneutic* or heidegger* or husserl* or colaizzi* or van kaam* or van manen* or giorgi* or glaser* or strauss* or ricoeur* or spiegelberg* or merleau*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">32.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/29–31</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">33.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 and 32</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab3"><div id="ch2.appb.tab3" class="table"><h3><span class="title">Embase (Ovid) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab3/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab3_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">attention deficit disorder/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*)).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 disorder*).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(adhd or addh or ad hd or ad??hd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(attenti* adj3 deficit*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((hyperkin* or hyper kin*) adj1 (syndrome* or disorder*)) or hkd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(minimal brain adj2 (dysfunct* or disorder*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/1–7</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">limit 8 to English language</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">letter.pt. or letter/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">11.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">note.pt.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">editorial.pt.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">case report/ or case study/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">14.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(letter or comment*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/10–14</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">randomized controlled trial/ or random*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">17.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 not 16</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animal/ not human/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">nonhuman/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Animal Experiment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">21.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Experimental Animal/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">22.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animal model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">23.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Rodent/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">24.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(rat or rats or mouse or mice).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">25.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/17–24</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 not 25</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">health survey/ or exp questionnaire/ or exp interview/ or qualitative research/ or narrative/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(qualitative or interview* or focus group* or theme* or questionnaire* or survey*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">29.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(metasynthes* or meta-synthes* or metasummar* or meta-summar* or metastud* or meta-stud* or metathem* or meta-them* or ethno* or emic or etic or phenomenolog* or grounded theory or constant compar* or (thematic* adj3 analys*) or theoretical sampl* or purposive sampl* or hermeneutic* or heidegger* or husserl* or colaizzi* or van kaam* or van manen* or giorgi* or glaser* or strauss* or ricoeur* or spiegelberg* or merleau*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">30.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/27–29</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">31.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26 and 30</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab4"><div id="ch2.appb.tab4" class="table"><h3><span class="title">CINAHL (EBSCO) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab4/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab4_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(MH “Attention Deficit Hyperactivity Disorder”)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) n3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">adhd or addh or ad hd or ad/hd</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">attenti* n3 deficit*</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((hyperkin* or hyper kin*) n1 (syndrome* or disorder*)) or hkd)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(minimal brain n2 (dysfunct* or disorder*))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S1 OR S2 OR S3 OR S4 OR S5 OR S6</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(MH “Qualitative Studies+”)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(MH “Qualitative Validity+”)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(MH “Interviews+”) OR (MH “Focus Groups”) OR (MH “Surveys”) OR (MH “Questionnaires+”)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S11.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(qualitative or interview* or focus group* or theme* or questionnaire* or survey*)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S12.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(metasynthes* or meta-synthes* or metasummar* or meta-summar* or metastud* or meta-stud* or metathem* or meta-them* or ethno* or emic or etic or phenomenolog* or grounded theory or constant compar* or (thematic* n3 analys*) or theoretical sampl* or purposive sampl* or hermeneutic* or heidegger* or husserl* or colaizzi* or van kaam* or van manen* or giorgi* or glaser* or strauss* or ricoeur* or spiegelberg* or merleau*)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S13.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S8 OR S9 OR S10 OR S11 OR S12</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S14.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S7 AND S13</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S15.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PT anecdote or PT audiovisual or PT bibliography or PT biography or PT book or PT book review or PT brief item or PT cartoon or PT commentary or PT computer program or PT editorial or PT games or PT glossary or PT historical material or PT interview or PT letter or PT listservs or PT masters thesis or PT obituary or PT pamphlet or PT pamphlet chapter or PT pictorial or PT poetry or PT proceedings or PT “questions and answers” or PT response or PT software or PT teaching materials or PT website</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S16.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">S14 NOT S15 Limiters - English Language; Exclude MEDLINE records</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab5"><div id="ch2.appb.tab5" class="table"><h3><span class="title">PsycINFO (ProQuest) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab5/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab5_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">SU.EXACT.EXPLODE(“Attention Deficit Disorder”) OR TI((attenti* OR disrupt*) NEAR/3 (adolescent* OR adult* OR behav* OR child* OR class OR classes OR classroom* OR condition* OR difficult* OR disorder* OR learn* OR people OR person* OR poor OR problem* OR process* OR youngster*)) OR AB((attenti* OR disrupt*) NEAR/3 disorder*) OR TI,AB(adhd OR addh OR ad-hd OR ad??hd) OR TI,AB(attenti* NEAR/3 deficit*) OR TI,AB(((hyperkin* OR (hyper-kin*)) NEAR/1 (syndrome* OR disorder*)) OR hkd) OR TI,AB(minimal NEAR/1 brain NEAR/2 (dysfunct* OR disorder*))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">SU.EXACT(“Qualitative Research”) OR (SU.EXACT(“Narratives”) OR SU.EXACT(“Interviews”)) OR (SU.EXACT(“Questionnaires”) OR SU.EXACT.EXPLODE(“Surveys”)) OR (qualitative OR interview*) OR (focus-group* OR theme*) OR (questionnaire* OR survey*) OR (metasynthes* OR meta-synthes*) OR (metasummar* OR meta-summar*) OR (metastud* OR meta-stud*) OR (metathem* OR meta-them*) OR ethno* OR (emic OR etic) OR (phenomenolog* OR “grounded theory”) OR (constant-compar* OR thematic* NEAR/3 analys*) OR (theoretical-sampl* OR purposive-sampl*) OR (hermeneutic* OR heidegger*) OR (husserl* OR colaizzi*) OR (van-kaam* OR van-manen*) OR (giorgi* OR glaser*) OR (strauss* OR ricoeur*) OR (spiegelberg* OR merleau*)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1 AND 2</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NOT (Dissertations & Theses AND Books)</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">English</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab6"><div id="ch2.appb.tab6" class="table"><h3><span class="label">Table 48</span><span class="title">Database date parameters and filters used</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab6/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab6_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appb.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Database</th><th id="hd_h_ch2.appb.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Dates searched</th><th id="hd_h_ch2.appb.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Search filter used</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appb.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Medline</td><td headers="hd_h_ch2.appb.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2014 – 28 April 2017</td><td headers="hd_h_ch2.appb.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Health economics</p>
|
|
</td></tr><tr><td headers="hd_h_ch2.appb.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Embase</td><td headers="hd_h_ch2.appb.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2014 – 28 April 2017</td><td headers="hd_h_ch2.appb.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>Exclusions</p>
|
|
<p>Health economics</p>
|
|
</td></tr><tr><td headers="hd_h_ch2.appb.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Centre for Research and Dissemination (CRD)</td><td headers="hd_h_ch2.appb.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>HTA - 2008 – 28 April 2017</p>
|
|
<p>NHSEED - 2008 to March 2015</p>
|
|
</td><td headers="hd_h_ch2.appb.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">None</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab7"><div id="ch2.appb.tab7" class="table"><h3><span class="title">Medline (Ovid) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab7/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab7_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">“attention deficit and disruptive behavior disorders”/ or attention deficit disorder with hyperactivity/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*)).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 disorder*).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(adhd or addh or ad hd or ad??hd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(attenti* adj3 deficit*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((hyperkin* or hyper kin*) adj1 (syndrome* or disorder*)) or hkd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(minimal brain adj2 (dysfunct* or disorder*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/1–7</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">limit 8 to English language</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">letter/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">11.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">editorial/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">news/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp historical article/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">14.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Anecdotes as Topic/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">comment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">case report/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">17.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(letter or comment*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/10–17</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">randomized controlled trial/ or random*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18 not 19</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">21.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animals/ not humans/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">22.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Animals, Laboratory/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">23.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp animal experiment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">24.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp animal model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">25.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Rodentia/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(rat or rats or mouse or mice).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/20–26</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 not 27</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">29.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Economics/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">30.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Value of life/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">31.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp “Costs and Cost Analysis”/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">32.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Economics, Hospital/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">33.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Economics, Medical/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">34.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Economics, Nursing/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">35.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Economics, Pharmaceutical/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">36.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp “Fees and Charges”/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">37.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Budgets/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">38.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">budget*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">39.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">cost*.ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">40.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(economic* or pharmaco?economic*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">41.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(price* or pricing*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">42.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(cost* adj2 (effective* or utilit* or benefit* or minimi* or unit* or estimat* or variable*)).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">43.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(financ* or fee or fees).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">44.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(value adj2 (money or monetary)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">45.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/29–44</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">46.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp models, economic/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">47.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">*Models, Theoretical/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">48.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">*Models, Organizational/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">49.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">markov chains/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">50.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">monte carlo method/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">51.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Decision Theory/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(markov* or monte carlo).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">53.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">econom* model*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">54.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(decision* adj2 (tree* or analy* or model*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">55.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/46–54</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">56.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28 and (45 or 55)</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab8"><div id="ch2.appb.tab8" class="table"><h3><span class="title">Embase (Ovid) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab8/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab8_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">attention deficit disorder/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*)).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* or disrupt*) adj3 disorder*).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(adhd or addh or ad hd or ad??hd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(attenti* adj3 deficit*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((hyperkin* or hyper kin*) adj1 (syndrome* or disorder*)) or hkd).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(minimal brain adj2 (dysfunct* or disorder*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/1–7</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">limit 8 to English language</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">letter.pt. or letter/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">11.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">note.pt.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">12.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">editorial.pt.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">13.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">case report/ or case study/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">14.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(letter or comment*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/10–14</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">16.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">randomized controlled trial/ or random*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">17.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">15 not 16</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">18.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animal/ not human/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">19.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">nonhuman/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Animal Experiment/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">21.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Experimental Animal/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">22.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">animal model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">23.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp Rodent/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">24.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(rat or rats or mouse or mice).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">25.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/17–24</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">9 not 25</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">statistical model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">28.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp economic aspect/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">29.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">27 and 28</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">30.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">*theoretical model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">31.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">*nonbiological model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">32.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">stochastic model/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">33.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">decision theory/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">34.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">decision tree/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">35.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">monte carlo method/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">36.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(markov* or monte carlo).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">37.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">econom* model*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">38.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(decision* adj2 (tree* or analy* or model*)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">39.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/29–38</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">40.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">*health economics/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">41.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp *economic evaluation/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">42.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp *health care cost/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">43.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exp *fee/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">44.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">budget/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">45.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">funding/</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">46.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">budget*.ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">47.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">cost*.ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">48.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(economic* or pharmaco?economic*).ti.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">49.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(price* or pricing*).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">50.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(cost* adj2 (effective* or utilit* or benefit* or minimi* or unit* or estimat* or variable*)).ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">51.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(financ* or fee or fees).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(value adj2 (money or monetary)).ti,ab.</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">53.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">or/40–52</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">54.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">26 and (39 or 53)</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appbtab9"><div id="ch2.appb.tab9" class="table"><h3><span class="title">NHS EED and HTA (CRD) search terms</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appb.tab9/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appb.tab9_lrgtbl__"><table><tbody><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#1.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MeSH DESCRIPTOR Attention Deficit and Disruptive Behavior Disorders</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#2.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MeSH DESCRIPTOR Attention Deficit Disorder with Hyperactivity</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#3.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((attenti* or disrupt*) adj3 (adolescent* or adult* or behav* or child* or class or classes or classroom* or condition* or difficult* or disorder* or learn* or people or person* or poor or problem* or process* or youngster*))):TI</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#4.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(((attenti* or disrupt*) adj3 disorder*))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#5.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((adhd or addh or ad hd or ad??hd))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#6.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((attenti* adj3 deficit*))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#7.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((((hyperkin* or hyper kin*) adj1 (syndrome* or disorder*)) or hkd))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#8.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">((minimal brain adj2 (dysfunct* or disorder*)))</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#9.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#1 OR #2 OR #3 OR #4 OR #5 OR #6 OR #7 OR #8</td></tr><tr><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">#10.</td><td rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">(#9) IN NHSEED, HTA</td></tr></tbody></table></div></div></article><article data-type="fig" id="figobch2appcfig1"><div id="ch2.appc.fig1" class="figure bk_fig"><div class="graphic"><a href="/core/lw/2.0/html/tileshop_pmc/tileshop_pmc_inline.html?title=Figure%201.%20Flow%20chart%20of%20clinical%20article%20selection%20for%20the%20review%20of%20Information%20and%20support.&p=BOOKS&id=578095_ch2appcf1.jpg" target="tileshopwindow" class="inline_block pmc_inline_block ts_canvas img_link" title="Click on image to zoom"><div class="ts_bar small" title="Click on image to zoom"></div><img data-src="/books/NBK578095/bin/ch2appcf1.jpg" alt="Figure 1. Flow chart of clinical article selection for the review of Information and support." class="tileshop" title="Click on image to zoom" /></a></div><h3><span class="label">Figure 1</span><span class="title">Flow chart of clinical article selection for the review of Information and support</span></h3></div></article><article data-type="fig" id="figobch2appefig1"><div id="ch2.appe.fig1" class="figure bk_fig"><div class="graphic"><a href="/core/lw/2.0/html/tileshop_pmc/tileshop_pmc_inline.html?title=Image%20ch2appef1&p=BOOKS&id=578095_ch2appef1.jpg" target="tileshopwindow" class="inline_block pmc_inline_block ts_canvas img_link" title="Click on image to zoom"><div class="ts_bar small" title="Click on image to zoom"></div><img data-src="/books/NBK578095/bin/ch2appef1.jpg" alt="Image ch2appef1" class="tileshop" title="Click on image to zoom" /></a></div><div class="caption"><p>* Non-relevant population, intervention, comparison, design or setting; non-English language</p><p>(a) note that there were 2 original models from the previous guideline (either included or excluded) which is why the numbers add to more than 15.</p><p>(b) Two articles identified were applicable to Q5 and Q10, for the purposes of this diagram it has been included under Q5 only.</p><p>(c) One of these is a model from the previous guideline that was exclude. Two articles identified were applicable to both Q5 and Q11 and have only been included here under Q11. One paper here was selectively excluded in Q11 but included in Q5 and so is double counted in this flowchart.</p></div></div></article><article data-type="table-wrap" id="figobch2appgtab1"><div id="ch2.appg.tab1" class="table"><h3><span class="label">Table 49</span><span class="title">Studies excluded from the qualitative review</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appg.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appg.tab1_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Reference</th><th id="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Reason for exclusion</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ahmed 2013<a class="bibr" href="#ch2.ref3" rid="ch2.ref3"><sup>3</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ahmed 2013<a class="bibr" href="#ch2.ref1" rid="ch2.ref1"><sup>1</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Andrews 2015<a class="bibr" href="#ch2.ref195" rid="ch2.ref195"><sup>195</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ansari 2016<a class="bibr" href="#ch2.ref4" rid="ch2.ref4"><sup>4</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Arango 2013<a class="bibr" href="#ch2.ref5" rid="ch2.ref5"><sup>5</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Bachman 2000<a class="bibr" href="#ch2.ref6" rid="ch2.ref6"><sup>6</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ball 2001<a class="bibr" href="#ch2.ref7" rid="ch2.ref7"><sup>7</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Bekle 2004<a class="bibr" href="#ch2.ref9" rid="ch2.ref9"><sup>9</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Berger 2008<a class="bibr" href="#ch2.ref10" rid="ch2.ref10"><sup>10</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Berger 2015<a class="bibr" href="#ch2.ref11" rid="ch2.ref11"><sup>11</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brinkman 2012<a class="bibr" href="#ch2.ref15" rid="ch2.ref15"><sup>15</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brinkman 2011<a class="bibr" href="#ch2.ref13" rid="ch2.ref13"><sup>13</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Literature review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brodin 2008<a class="bibr" href="#ch2.ref16" rid="ch2.ref16"><sup>16</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brook 2005<a class="bibr" href="#ch2.ref17" rid="ch2.ref17"><sup>17</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brook 2000<a class="bibr" href="#ch2.ref18" rid="ch2.ref18"><sup>18</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Brown 2010<a class="bibr" href="#ch2.ref19" rid="ch2.ref19"><sup>19</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Bussing 1998<a class="bibr" href="#ch2.ref22" rid="ch2.ref22"><sup>22</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Bussing 2012<a class="bibr" href="#ch2.ref20" rid="ch2.ref20"><sup>20</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Bussing 2016<a class="bibr" href="#ch2.ref21" rid="ch2.ref21"><sup>21</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Butler 2015<a class="bibr" href="#ch2.ref23" rid="ch2.ref23"><sup>23</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Carpenter-Song 2010<a class="bibr" href="#ch2.ref25" rid="ch2.ref25"><sup>25</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Carter 2005<a class="bibr" href="#ch2.ref26" rid="ch2.ref26"><sup>26</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Charach 2014<a class="bibr" href="#ch2.ref29" rid="ch2.ref29"><sup>29</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Charach 2008<a class="bibr" href="#ch2.ref28" rid="ch2.ref28"><sup>28</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Clarke 2013<a class="bibr" href="#ch2.ref31" rid="ch2.ref31"><sup>31</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Clarke 2012<a class="bibr" href="#ch2.ref32" rid="ch2.ref32"><sup>32</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Clay 2008<a class="bibr" href="#ch2.ref33" rid="ch2.ref33"><sup>33</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Corcoran 2016<a class="bibr" href="#ch2.ref36" rid="ch2.ref36"><sup>36</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Couture 2003<a class="bibr" href="#ch2.ref38" rid="ch2.ref38"><sup>38</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Darredeau 2007<a class="bibr" href="#ch2.ref39" rid="ch2.ref39"><sup>39</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Davis-Berman 2010<a class="bibr" href="#ch2.ref40" rid="ch2.ref40"><sup>40</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Deane 2012<a class="bibr" href="#ch2.ref42" rid="ch2.ref42"><sup>42</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Dennis 2008<a class="bibr" href="#ch2.ref43" rid="ch2.ref43"><sup>43</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Literature review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Dosreis 2008<a class="bibr" href="#ch2.ref47" rid="ch2.ref47"><sup>47</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">dosReis 2007<a class="bibr" href="#ch2.ref46" rid="ch2.ref46"><sup>46</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">dosReis 2009<a class="bibr" href="#ch2.ref45" rid="ch2.ref45"><sup>45</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Edwards 2013<a class="bibr" href="#ch2.ref48" rid="ch2.ref48"><sup>48</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Eisenberg 2007<a class="bibr" href="#ch2.ref50" rid="ch2.ref50"><sup>50</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Elias 2017<a class="bibr" href="#ch2.ref51" rid="ch2.ref51"><sup>51</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Emilsson 2016<a class="bibr" href="#ch2.ref52" rid="ch2.ref52"><sup>52</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Faber 2006<a class="bibr" href="#ch2.ref53" rid="ch2.ref53"><sup>53</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Fiks 2010<a class="bibr" href="#ch2.ref54" rid="ch2.ref54"><sup>54</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Firmin 2009<a class="bibr" href="#ch2.ref55" rid="ch2.ref55"><sup>55</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Fleishcmann 2013<a class="bibr" href="#ch2.ref57" rid="ch2.ref57"><sup>57</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Frank 2015<a class="bibr" href="#ch2.ref58" rid="ch2.ref58"><sup>58</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Friars 2009<a class="bibr" href="#ch2.ref59" rid="ch2.ref59"><sup>59</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Garro 2009<a class="bibr" href="#ch2.ref61" rid="ch2.ref61"><sup>61</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Gau 2009<a class="bibr" href="#ch2.ref62" rid="ch2.ref62"><sup>62</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Gerdes 2014<a class="bibr" href="#ch2.ref63" rid="ch2.ref63"><sup>63</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design - questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ghanizadeh 2010<a class="bibr" href="#ch2.ref64" rid="ch2.ref64"><sup>64</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ginsberg 2008<a class="bibr" href="#ch2.ref66" rid="ch2.ref66"><sup>66</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Gwernan-Jones 2015<a class="bibr" href="#ch2.ref69" rid="ch2.ref69"><sup>69</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Literature review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Gwernan-Jones 2016<a class="bibr" href="#ch2.ref68" rid="ch2.ref68"><sup>68</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Hack 2001<a class="bibr" href="#ch2.ref70" rid="ch2.ref70"><sup>70</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Harvey 2009<a class="bibr" href="#ch2.ref76" rid="ch2.ref76"><sup>76</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population, incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Hazell 2004<a class="bibr" href="#ch2.ref78" rid="ch2.ref78"><sup>78</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No qualitative results reported</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Hebert 2013<a class="bibr" href="#ch2.ref79" rid="ch2.ref79"><sup>79</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Hill 2016<a class="bibr" href="#ch2.ref81" rid="ch2.ref81"><sup>81</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ibrahim 2016<a class="bibr" href="#ch2.ref88" rid="ch2.ref88"><sup>88</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ide-Okochi 1016<a class="bibr" href="#ch2.ref89" rid="ch2.ref89"><sup>89</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Jackson 2008<a class="bibr" href="#ch2.ref90" rid="ch2.ref90"><sup>90</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kean 2005<a class="bibr" href="#ch2.ref92" rid="ch2.ref92"><sup>92</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kendall 1997<a class="bibr" href="#ch2.ref93" rid="ch2.ref93"><sup>93</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">King 2016<a class="bibr" href="#ch2.ref97" rid="ch2.ref97"><sup>97</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kisely<a class="bibr" href="#ch2.ref98" rid="ch2.ref98"><sup>98</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Knipp<a class="bibr" href="#ch2.ref100" rid="ch2.ref100"><sup>100</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ko<a class="bibr" href="#ch2.ref101" rid="ch2.ref101"><sup>101</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Koerting<a class="bibr" href="#ch2.ref102" rid="ch2.ref102"><sup>102</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kollins<a class="bibr" href="#ch2.ref103" rid="ch2.ref103"><sup>103</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kronenberg<a class="bibr" href="#ch2.ref106" rid="ch2.ref106"><sup>106</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kutuk 2016<a class="bibr" href="#ch2.ref107" rid="ch2.ref107"><sup>107</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Laugesen<a class="bibr" href="#ch2.ref109" rid="ch2.ref109"><sup>109</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Unable to access</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Laugesen<a class="bibr" href="#ch2.ref109" rid="ch2.ref109"><sup>109</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Lee<a class="bibr" href="#ch2.ref110" rid="ch2.ref110"><sup>110</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Leggett<a class="bibr" href="#ch2.ref113" rid="ch2.ref113"><sup>113</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Lewis 2016<a class="bibr" href="#ch2.ref116" rid="ch2.ref116"><sup>116</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Lewis 2016<a class="bibr" href="#ch2.ref117" rid="ch2.ref117"><sup>117</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Erratum</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Lewis-Morton<a class="bibr" href="#ch2.ref115" rid="ch2.ref115"><sup>115</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Liebrenz 2016<a class="bibr" href="#ch2.ref118" rid="ch2.ref118"><sup>118</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ljusberg<a class="bibr" href="#ch2.ref120" rid="ch2.ref120"><sup>120</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Loe<a class="bibr" href="#ch2.ref121" rid="ch2.ref121"><sup>121</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Lopes<a class="bibr" href="#ch2.ref122" rid="ch2.ref122"><sup>122</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Maassen<a class="bibr" href="#ch2.ref124" rid="ch2.ref124"><sup>124</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Marcer<a class="bibr" href="#ch2.ref125" rid="ch2.ref125"><sup>125</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Mathers<a class="bibr" href="#ch2.ref126" rid="ch2.ref126"><sup>126</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Matthys<a class="bibr" href="#ch2.ref128" rid="ch2.ref128"><sup>128</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">McCarthy<a class="bibr" href="#ch2.ref129" rid="ch2.ref129"><sup>129</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">McGoron<a class="bibr" href="#ch2.ref130" rid="ch2.ref130"><sup>130</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">McKay<a class="bibr" href="#ch2.ref132" rid="ch2.ref132"><sup>132</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">McMenamy<a class="bibr" href="#ch2.ref133" rid="ch2.ref133"><sup>133</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Meaux<a class="bibr" href="#ch2.ref135" rid="ch2.ref135"><sup>135</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Michielsen<a class="bibr" href="#ch2.ref136" rid="ch2.ref136"><sup>136</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Mills<a class="bibr" href="#ch2.ref104" rid="ch2.ref104"><sup>104</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Abstract</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Morsink 2017<a class="bibr" href="#ch2.ref139" rid="ch2.ref139"><sup>139</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Muhlbacher<a class="bibr" href="#ch2.ref140" rid="ch2.ref140"><sup>140</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Abstract</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Muhlbacher<a class="bibr" href="#ch2.ref140" rid="ch2.ref140"><sup>140</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Abstract</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Murrell<a class="bibr" href="#ch2.ref141" rid="ch2.ref141"><sup>141</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Myers<a class="bibr" href="#ch2.ref143" rid="ch2.ref143"><sup>143</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Oruche<a class="bibr" href="#ch2.ref148" rid="ch2.ref148"><sup>148</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wrong population</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Ramsay<a class="bibr" href="#ch2.ref150" rid="ch2.ref150"><sup>150</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Raskind<a class="bibr" href="#ch2.ref151" rid="ch2.ref151"><sup>151</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Reale<a class="bibr" href="#ch2.ref152" rid="ch2.ref152"><sup>152</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Richardson<a class="bibr" href="#ch2.ref154" rid="ch2.ref154"><sup>154</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Rogalin<a class="bibr" href="#ch2.ref155" rid="ch2.ref155"><sup>155</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Sandler<a class="bibr" href="#ch2.ref158" rid="ch2.ref158"><sup>158</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Schatz<a class="bibr" href="#ch2.ref159" rid="ch2.ref159"><sup>159</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Schubert<a class="bibr" href="#ch2.ref162" rid="ch2.ref162"><sup>162</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Segal<a class="bibr" href="#ch2.ref164" rid="ch2.ref164"><sup>164</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Shattell<a class="bibr" href="#ch2.ref165" rid="ch2.ref165"><sup>165</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Singh<a class="bibr" href="#ch2.ref170" rid="ch2.ref170"><sup>170</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Singh<a class="bibr" href="#ch2.ref171" rid="ch2.ref171"><sup>171</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Singh<a class="bibr" href="#ch2.ref172" rid="ch2.ref172"><sup>172</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Sleath 2016<a class="bibr" href="#ch2.ref173" rid="ch2.ref173"><sup>173</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Solberg<a class="bibr" href="#ch2.ref176" rid="ch2.ref176"><sup>176</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design - questionnaire</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Sox<a class="bibr" href="#ch2.ref177" rid="ch2.ref177"><sup>177</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Srignanasoundari 2017<a class="bibr" href="#ch2.ref178" rid="ch2.ref178"><sup>178</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Stroh<a class="bibr" href="#ch2.ref179" rid="ch2.ref179"><sup>179</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Survey</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Surman<a class="bibr" href="#ch2.ref180" rid="ch2.ref180"><sup>180</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Tatlow-Golden 2016<a class="bibr" href="#ch2.ref182" rid="ch2.ref182"><sup>182</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Systematic review</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Taylor 2015<a class="bibr" href="#ch2.ref183" rid="ch2.ref183"><sup>183</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Thiruchelvam<a class="bibr" href="#ch2.ref185" rid="ch2.ref185"><sup>185</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Travell<a class="bibr" href="#ch2.ref186" rid="ch2.ref186"><sup>186</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Analysis</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Varley<a class="bibr" href="#ch2.ref187" rid="ch2.ref187"><sup>187</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Article</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wilkes-Gillan<a class="bibr" href="#ch2.ref82" rid="ch2.ref82"><sup>82</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes (parental intervention)</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wilkinson<a class="bibr" href="#ch2.ref193" rid="ch2.ref193"><sup>193</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Williamson<a class="bibr" href="#ch2.ref196" rid="ch2.ref196"><sup>196</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Winter<a class="bibr" href="#ch2.ref197" rid="ch2.ref197"><sup>197</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Incorrect study design</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Young<a class="bibr" href="#ch2.ref200" rid="ch2.ref200"><sup>200</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themes</td></tr><tr><td headers="hd_h_ch2.appg.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Zhang 1017<a class="bibr" href="#ch2.ref202" rid="ch2.ref202"><sup>202</sup></a></td><td headers="hd_h_ch2.appg.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">No relevant themese</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobch2appgtab2"><div id="ch2.appg.tab2" class="table"><h3><span class="label">Table 50</span><span class="title">Studies identified but not included in the qualitative review due to saturation being reached</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK578095/table/ch2.appg.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__ch2.appg.tab2_lrgtbl__"><table><thead><tr><th id="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Reference</th></tr></thead><tbody><tr><td headers="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Canela 2017<a class="bibr" href="#ch2.ref24" rid="ch2.ref24"><sup>24</sup></a></td></tr><tr><td headers="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Kendall 2016<a class="bibr" href="#ch2.ref95" rid="ch2.ref95"><sup>95</sup></a></td></tr><tr><td headers="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Schreuer 2017<a class="bibr" href="#ch2.ref160" rid="ch2.ref160"><sup>160</sup></a></td></tr><tr><td headers="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Soderqvist 2017<a class="bibr" href="#ch2.ref175" rid="ch2.ref175"><sup>175</sup></a></td></tr><tr><td headers="hd_h_ch2.appg.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Wan 2016<a class="bibr" href="#ch2.ref190" rid="ch2.ref190"><sup>190</sup></a></td></tr></tbody></table></div></div></article></div><div id="jr-scripts"><script 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