Les recherches indiquent qu’environ 10 % des enfants ont des problèmes d’attention persistants (Gathercole et Alloway, 2008; Young, 2012), mais ce pourcentage n’inclut pas les enfants qui semblent répondre aux critères diagnostiques du TDAH (Polanczyk et Rohde, 2007). Les taux de prévalence du TDAH chez les enfants et les jeunes varient d’une étude à l’autre en fonction de la composition de l’échantillon, de l’endroit où l’étude a été menée et des critères particuliers utilisés pour évaluer les symptômes du TDAH. Cependant, l’examen systématique des résultats montre généralement des taux compris entre 5 et 10 % (Polanczyk et Rohde, 2007; Polanczyk et Jensen, 2008). Le taux de TDAH est significativement plus élevé chez les garçons que chez les filles, avec des ratios allant de 3:1 à 9:1 (Staller et Faraone, 2006). À l’âge adulte, les taux chez les hommes et chez les femmes sont égaux, ce qui suggère qu’on a pu négliger les symptômes du TDAH plus tôt chez les filles (Polanczyk et Rohde, 2007). Environ 50 % des enfants atteints de TDAH continueront à avoir des symptômes durant l’adolescence, mais ces symptômes seront différents (Young et Amarasinghe, 2010). Et environ la moitié de ces adolescents présenteront encore des symptômes à l’âge adulte. Le taux de prévalence du TDAH à l’âge adulte varie de 1 à 4 % (Kessler et coll., 2006).
B I B L I O G R A P H I E
Achenbach, T.M. (2005). Advancing assessment of children and adolescents:
Commentary on evidence-based assessment of child and adolescent disorders.
Journal of Clinical Child and Adolescent Psychology, 34(3): 541–47.
Alloway, T.P.; Gathercole, S.E.; Kirkwood, H. et Elliott, J. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80: 606–21.
APA (American Psychiatric Association). (2005). Manuel diagnostique et statistique des troubles mentaux (DSM-IV-TR). Texte révisé. 4e éd.
France : Masson.
Barkley, R.A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. 2e éd. New York: Guilford Press.
Biederman, J. et Faraone, S.V. (2005). Attention deficit/hyperactivity disorder.
Lancet, 366: 237–48.
Biederman, J.; Mick, E. et Faraone, S.V. (2000). Age-dependent decline of symptoms of attention deficit/hyperactivity disorder: Impact of remission and symptom type. American Journal of Psychiatry, 157(5): 816–18.
Breslau, J.; Miller, E.; Breslau, N. et coll. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics, 123: 1472–76.
CAMH (Centre for Addiction and Mental Health). (2007). Feuillet “Knowledge exchange” sur “attention-deficit/hyperactivity disorder”. Dans Acting out:
Understanding and reducing aggressive behaviour in children and youth, chapitre 8, “Diagnosis”. Disponible en anglais seulement au http://knowledgex.camh.net/
educators/elementary/aggressive_behaviour/Pages/adhd.aspx.
Cornelius, M.D. et Day, N.L. (2009). Developmental consequences of prenatal tobacco exposure. Current Opinion in Neurology, 22(2): 121–25.
Currie, J. et Stabile, M. (2006). Child mental health and human capital
accumulation: The case of ADHD. Journal of Health Economics, 25: 1094–1118.
CYMHIN-MAD (Réseau d’information en santé mentale pour enfants et ados). (2010). Les interventions qui comptent – Guide sur les problèmes de santé mentale chez les enfants et les jeunes à l’intention du personnel enseignant.
3e éd. Disponible au http://cymhin.offordcentre.com/downloads/Les%20 interventions%20qui%20comptent.pdf.
Daley, D. et Birchwood, J. (2010). ADHD and academic performance: Why does
Problèmes d’attention et d’hyperactivité/impulsivité ADHD children in the classroom? Child: Care, Health and Development, 36(4):
455–64.
Dally, K. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98: 420–37.
doi: 0.1037/0022–0663.98.2.420.
DuPaul, G.J. et Kern, L. (2011). Young children with ADHD: Early identification and intervention. Washington, DC: American Psychological Association.
Egger, H.L.; Kondo, D.l. et Angold, A. (2006). The epidemiology and diagnostic issues in preschool attention-deficit/hyperactivity disorder: A review. Infants and Young Children, 19: 109–22.
Eiraldi, R.B.; Mautone, J.A. et Power, T.J. (2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/
hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 21: 145–59.
Fergusson, D.M.; Lynskey, M.T. et Horwood, L.J. (1997). Attentional difficulties in middle childhood and psychosocial outcomes in young adulthood. Journal of Child Psychology and Psychiatry, 38(6): 633–44.
Galéra, C.; Côté, S.M.; Bouvard, M.P. et coll. (2011). Early risk factors for hyperactivity-impulsivity and inattention trajectories from age 17 months to 8 years. Archives of General Psychiatry, 68(12): 1267–75.
Gathercole, S.E. et Alloway, T.P. (2008). Working memory and learning: A practical guide for teachers. London: Sage.
Greenhill, L.L.; Posner, K.l.; Vaughan, B.S. et coll. (2008). Attention deficit hyperactivity disorder in preschool children. Child and Adolescent Psychiatric Clinics of North America, 17: 347–66.
Hincks-Dellcrest-ABCs. (sans date). The ABCs of mental health. Disponible en anglais seulement pour le moment au http://www.hincksdellcrest.org/Home/
Resources-And-Publications/The-ABC-s-of-Mental-Health.aspx.
Holmbeck, G.N.; Greenley, R.N. et Franks, E.A. (2003). Developmental issues and considerations in research and practice. In A. Kazdin & J. Weisz (éd.), Evidence-based psychotherapies for children and adolescents. New York:
Guilford Press.
House, S.N., (éd.). (2002). Behaviour intervention manual: Goals, objectives, and intervention strategies. Columbia, MO: Hawthorne Educational Services.
Disponible en anglais seulement au http://openlibrary.org/books/OL3670603M/
Behavior-intervention-manual.
Kessler, R.C.; Adler, L.; Barkley, R. et coll. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163: 716–23.
Kutscher, M.L. (2008). Les enfants atteints de troubles multiples : Le guide complet pour les parents, les enseignants et les professionnels. Chapitre 3, Le trouble du déficit de l’attention/hyperactivité (TDA/H). p. 27–47. Montréal, Édition La Chenelière-Éducation.
Labbé, J. (2009). Principes pour une discipline efficace. Disponible au http://
w3.fmed.ulaval.ca/pediatrie/fileadmin/docs/serveur_pediatrie/Etudiants/
Notes_de_cours/Discipline_efficace.pdf.
Lewandowski, L.J.; Lovett, B.J.; Parolin, R.A. et coll. (2007). Extended time accommodations and the mathematics performance of students with and without ADHD. Journal of Psychoeducational Assessment, 25: 17–28.
Massetti, G.M.; Lahey, B.B.; Pelham, W.E. et coll. (2008). Academic achievement over 8 years among children who met modified criteria for attention-deficit/
hyperactivity disorder at 4-6 years of age. Journal of Abnormal Child Psychology, 36(3): 399–410.
NICE (National Institute for Health and Clinical Excellence). (2008). Attention deficit hyperactivity disorder: Diagnosis and management of ADHD in
children, young people and adults. Disponible en anglais seulement au http://
publications.nice.org.uk/attention-deficit-hyperactivity-disorder-cg72.
Parker, H.C. (2005). The ADHD handbook for schools: Effective strategies for identifying and teaching students with attention-deficit/hyperactivity disorder.
North Branch, MN: Specialty Press.
Pingault, J-B.; Tremblay, R.E.; Vitaro, F. et coll. (2011). Childhood trajectories of inattention and hyperactivity and prediction of educational attainment in early adulthood: A 16-year longitudinal population-based study. American Journal of Psychiatry, 168(11): 1164–70.
Polanczyk, G. et Jensen, P. (2008). Epidemiologic considerations in attention deficit hyperactivity disorder: A review and update. Child and Adolescent Psychiatry Clinics of North America, 17: 245–60. doi: 10.1016/j.chc.2007.11.006.
Polanczyk, G. et Rohde, L.A. (2007). Epidemiology of attention deficit/
hyperactivity disorder across the lifespan. Current Opinion in Psychiatry, 20: 386–92.
Rabiner, D. et Coie, J.D. (2000). Early attention problems and children’s reading achievement: A longitudinal investigation. Journal of the American Academy of
Problèmes d’attention et d’hyperactivité/impulsivité Rodrigues, A.; Järvelin, M-R.; Obel, C. et coll. (2007). Do inattention and
hyperactivity symptoms equal scholastic impairment? Evidence from three European cohorts. BMC Public Health, 7: 327.
Rogers, M.; Hwang, H.; Toplak, M. et coll. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/
hyperactivity disorder (ADHD). Child Neuropsychology, 17(5): 444–58.
Rowe, K.; Pollard, J. et Rowe, K. (2005). Literacy, behaviour and auditory processing: Does teacher professional development make a difference? Étude générale à Wright Memorial Award, présentée à la Royal Autralasian College of Physicians Scientific Meeting, Wellington, NZ. (8-11 May).
Schweitzer, J.B.; Faber, T.L.; Grafton, S.T. et coll. (2000). Alterations in the functional anatomy of working memory in adult attention deficit hyperactivity disorder. American Journal of Psychiatry, 157(2): 278–80.
Sonuga-Barke, E.; Daley, D.; Thompson, M. et coll. (2003). Preschool ADHD:
Exploring uncertainties in diagnostic validity and utility, and treatment efficacy and safety. Expert Review Neurotherapeutics, 3(4):465–76.
Staller, J. et Faraone, S.V. (2006). Attention-deficit hyperactivity disorder in girls: Epidemiology and management. CNS Drugs, 20: 107–23.
Tannock, R. (2007). The educational implications of attention deficit
hyperactivity disorder. Research Monograph 3. Toronto: Ontario Institute for Studies in Education/University of Toronto.
Taylor, E. (1999). Developmental neuropsychopathology of attention deficit and impulsiveness. Development and Psychopathology, 11: 607–28.
Thapar, A.; Cooper, M.; Jefferies, R. et coll. (2011). What causes attention deficit hyperactivity disorder? Archives of Disease in Childhood, 97(3): 260–65.
Warner-Rogers, J.; Taylor, A.; Taylor, E. et coll. (2000). Inattentive behavior in childhood: Epidemiology and implications for development. Journal of Learning Disabilities, 33: 520–36. doi:10.1177/002221940003300602.
Webster-Stratton, C. (2005). The incredible years: A training series for the prevention and treatment of conduct problems in young children. Dans E. Hibbs & P. Jensen (éd.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. 2e éd., p. 507–55.
Washington, DC: American Psychological Association.
Young, S. (2012). The “RAPID” cognitive-behavioral therapy program for inattentive children: Preliminary findings. Journal of Attention Disorders (Feb. 27).
Young, S. et Amarasinghe, J.M. (2010). Practitioner Review: Non-pharmacological treatments for ADHD: A lifespan approach. Journal of Child Psychology and Psychiatry, 51(2): 116–33.
Zwi, M.; Jones, H.; Thorgaard, C. et coll. (2011). Parent training interventions for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years.
Cochrane Database of Systematic Reviews, numéro 12. Art. no.: CD003018.
doi:10.1002/14651858.CD003018.pub3.