Mapeamento bibliométrico do diagnóstico e acompanhamento do Transtorno do Déficit de Atenção com Hiperatividade (TDAH)
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Publicado
Nov 25, 2024
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Resumo
Objetivo: Prospectar artigos que reportem as implicações sociais vivenciadas por pacientes diagnosticados com o transtorno de déficit de atenção e hiperatividade (TDAH). Métodos: Estudo bibliométrico, descritivo de abordagem quantitativa, a partir das plataformas web of Science e PUBMED. A estratégia PICO permitiu construir a pergunta norteadora: ‘O diagnóstico e acompanhamento dos indivíduos com TDAH influência nas interações sociais desses indivíduos’. Em seguida selecionamos os termos indexados na plataforma MeSH: ‘Attention Deficit Disorder with Hyperactivity’; ‘Family Relations’; ‘Social Adjustment’, os quais geraram os metadados avaliados pelo programa R v.4.3.3 e bibliometrix package v3.0.3. Resultados: Foram obtidos 382 documentos de ambas as plataformas, sendo 252 da Web of Science e 130 da PubMed. Destes, 48 artigos foram excluídos devido à duplicidade, resultando em 334 documentos analisados. Considerações finais: Os autores compilados nesta revisão, concordam com o diagnóstico precoce do TDAH para controle dos sintomas e evitar desenvolvimento de transtornos de ansiedade e depressão, além do uso de drogas e álcool, frequentes entre jovens e adultos. Assim como são favoráveis as abordagens psicoterapêuticas com manejo individual as manifestações clínicas e sociais do paciente. Apesar do metilfenidato e da lisdexanfetamina serem amplamente adotados no manejo farmacológico do TDAH, não foram incorporados ao SUS.
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Como Citar
MotaP. M. O., LimaR. dos S., Nery JuniorM. J. M., & DuarteE. A. A. (2024). Mapeamento bibliométrico do diagnóstico e acompanhamento do Transtorno do Déficit de Atenção com Hiperatividade (TDAH). Revista Eletrônica Acervo Saúde, 24(11), e17635. https://doi.org/10.25248/reas.e17635.2024
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Referências
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29. OLIVEIRA AJF, et al. Tratamento com metilfenidato em crianças com TDAH. Revista Eletrônica Acervo Saúde, 2023; 23(4): 1-10.
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32. REED GM, et al. Innovations and changes in the ICD-11 classification of mental, behavioural and neurodevelopmental disorders. World Psychiatry, 2019; 18(1): 3-19.
33. SCHARDT C, et al. Utilization of the PICO framework to improve searching PubMed for clinical questions. BMC Med Inform Decis Mak, 2007; 7: 16-22.
34. SENG GJ, et al. Executive functions in youths with autism spectrum disorder and their unaffected siblings. Psychological Medicine, 2021; 51(15): 2571–2580.
35. TONETTO APM e BARBIERI V. Maternidade de crianças com transtorno de déficit de atenção/hiperatividade: contribuições psicanalíticas. Psicologia Em Estudo, 2018; 23.
36. VAIDYA CJ, et al. Data-driven identification of subtypes of executive function across typical development, attention deficit hyperactivity disorder, and autism spectrum disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2020; 61(1): 51-61.
37. VASA RA, et al. A scoping review of anxiety in young children with autism spectrum disorder. Autism Research: Official Journal of the neuropsychological test automated battery subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the collaborative programs of excellence in autism network. Journal of Autism and Developmental Disorders, 2020; 34(2): 139-150.
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2. ARVANITIDIS M, et al. Does pain influence force steadiness? A protocol for a systematic review. BMJ Open, 2021; 11(1): 042525.
3. BAI GN, et al. Effectiveness of a focused, brief psychoeducation program for parents of ADHD children: Improvement of medication adherence and symptoms. Neuropsychiatric disease and treatment, 2015; 11: 2721–2735.
4. BARBARINI TA. Corpos, “mentes”, emoções: uma análise sobre TDAH e socialização infantil. Psicologia & Sociedade, 2020; 32: 173058.
5. BARSEVICK AM, et al. A systematic qualitative analysis of psychoeducational interventions for depression in patients with cancer. Oncology Nursing Forum, 2002; 29(1): 73–87.
6. BENCZIK EBP e CASELLA EB. Compreendendo o impacto do TDAH na dinâmica familiar e as possibilidades de intervenção. Revista Psicopedagogia, 2015; 32(97): 93-103.
7. BOLANDA H, et al. A literature review and meta-analysis on the effects of ADHD medications on functional outcomes. Journal of Psychiatric Research. 2020; 123: 21–30.
8. BORSBOOM D e CRAMER AOJ. Network analysis: An integrative approach to the structure of psychopathology. Annual Review of Clinical Psychology, 2013; 9(1): 91–121.
9. BORSBOOM D, et al. Network analysis of multivariate data in psychological science. Nature Reviews Methods Primers. 2021; 38: 021-00055.
10. CHEN SF, et al. Deficits in executive functions among youths with autism spectrum disorders: An age-stratified analysis. Psychological Medicine, 2016; 46(8); 1625–1638.
11. CONNER CM, et al. The role of emotion regulation and core autism symptoms in the experience of anxiety in autism. Autism: the International Journal of Research and Practice, 2020; 24(4): 931–940.
12. COWLING P, et al. Fostering Social Connection for Children with ADHD: The Potential of Multiplayer Online Games. Children and Youth Services Review, 2020; 110: 104792.
13. DAY M, et al. Psychoeducation for children with chronic conditions: A systematic review and meta‐analysis. Journal of Pediatric Psychology, 2020; 45(4): 386–398.
14. DRECHSLER R, et al. ADHD: Current Concepts and Treatments in Children and Adolescents. Neuro pediatrics, 2020; 51(5): 315–35.
15. DUARTE TB, et al. TDAH: atualização dos estudos que trazem diagnóstico e terapêutica baseado em evidências, Brazilian Journal of Surgery and Clinical Research; 35(2): 66-72.
16. FERRIN M, et al. A randomized controlled trial evaluating the efficacy of a psychoeducation program for families of children and adolescents with ADHD in the United Kingdom: Results after a 6‐Month Follow‐Up. Journal of Attention Disorders, 2020; 24(5): 768–779.
17. GAEBEL W, et al. Neurocognitive disorders in ICD-11: the debate and its outcome. World Psychiatry, 2018; 17(2): 229-230.
18. HIROTA T, et al. The network structure of irritability and aggression in individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2020; 50(4): 1210–1220.
19. HOLLOCKS MJ, et al. Anxiety and depression in adults with autism spectrum disorder: A systematic review and meta-analysis. Psychological Medicine, 2019; 49(4): 559–572.
20. HURTIG T, et al. Role of Behavioural and Relational Interventions in Parent-Administered Treatment of ADHD in Preschool-Age Children: A Systematic Review. European child & adolescent psychiatry, 2020; 29: 865-873.
21. KLEIN DN, et al. A transdiagnostic perspective on youth irritability. Current Directions in Psychological Science, 2021; 30(5): 437–443.
22. LIN HY, et al. Characterizing intrinsic functional connectivity in relation to impaired self-regulation in intellectually able male youth with autism spectrum disorder. Autism: the International Journal of r e Research and Practice, 2020; 24(5): 1201–1216.
23. LOH ZW, et al. Social Functioning and Peer Relationships of Youth with Asperger's Syndrome, High-Functioning Autism, and Severe ADHD: A Comparative Study. Journal of autism and developmental disorders, 2019; 49: 1034-1049.
24. MAY T, et al. The Australian evidence‐based clinical practice guideline for attention deficit hyperactivity disorder. Australian & New Zealand Journal of Psychiatry, 2023; 57(8): 1101–1116.
25. MCLOUGHLIN G, et al. Genetic support for the dual nature of attention deficit hyperactivity disorder: substantial genetic overlap between the inattentive and hyperactive-impulsive components. Journal of Abnormal Child Psychology, 2007; 35(6): 999-1008.
26. MCNALLY RJ. Network analysis of psychopathology: Controversies and challenges. Annual Review of Clinical Psychology, 2021; 17(1): 31–53.
27. MONTAZERI F, et al. Network analysis of behaviors in the depression and autism realms: Inter-relationships and clinical implications. Journal of Autism and Developmental Disorders, 2020; 50(5): 1580-1595.
28. NEGRI L e SHENK CE. Feasibility and Effectiveness of a Social Skills Training Program for Elementary School Students with Attention-Deficit/Hyperactivity Disorder. Journal of attention disorders, 2020; 24:1211-1222.
29. OLIVEIRA AJF, et al. Tratamento com metilfenidato em crianças com TDAH. Revista Eletrônica Acervo Saúde, 2023; 23(4): 1-10.
30. POWELL LA, et al. Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta‐analysis. Journal of Attention Disorders, 2022; 26(3): 340–357.
31. R CORE TEAM _R: A Language and Environment for Statistical Computing_. R Foundation for Statistical Computing, Vienna, Austria; 2024.
32. REED GM, et al. Innovations and changes in the ICD-11 classification of mental, behavioural and neurodevelopmental disorders. World Psychiatry, 2019; 18(1): 3-19.
33. SCHARDT C, et al. Utilization of the PICO framework to improve searching PubMed for clinical questions. BMC Med Inform Decis Mak, 2007; 7: 16-22.
34. SENG GJ, et al. Executive functions in youths with autism spectrum disorder and their unaffected siblings. Psychological Medicine, 2021; 51(15): 2571–2580.
35. TONETTO APM e BARBIERI V. Maternidade de crianças com transtorno de déficit de atenção/hiperatividade: contribuições psicanalíticas. Psicologia Em Estudo, 2018; 23.
36. VAIDYA CJ, et al. Data-driven identification of subtypes of executive function across typical development, attention deficit hyperactivity disorder, and autism spectrum disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2020; 61(1): 51-61.
37. VASA RA, et al. A scoping review of anxiety in young children with autism spectrum disorder. Autism Research: Official Journal of the neuropsychological test automated battery subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the collaborative programs of excellence in autism network. Journal of Autism and Developmental Disorders, 2020; 34(2): 139-150.
38. VOGAN VM, et al. Longitudinal examination of everyday executive functioning in children with ASD: Relations with social, emotional, and behavioral functioning over time. Frontiers in Psychology, 2018; 9: 1774.
39. WHO. WORLD HEALTH ORGANIZATION. 2020. Chagas disease (also known as American trypanosomiasis), 2020. Disponível em: https ://www.who.int/news-room/fact-sheets/detail/chagas-disease-(americantrypanosomiasis).
40. ZHAO S, et al. Psychoeducation (brief) for people with serious mental illness. Cochrane Database of Systematic Reviews, 2015; 4: CD010823.