Abstract
Attention deficit hyperactivity disorder is the most common neurocomportamental disorder in our country, with prevalence around 15 per cent; its repercussion on academic performance and discipline demands an early and adequate diagnosis and treatment. Clinicians must know the diagnostic criteria of other coexisting disorders that modify the prognosis and require additional therapeutic measures.
Bipolar affective disorder may exhibit symptoms that make difficult a differential diagnosis, mainly in infancy and childhood and may require additional measures to metilphenidate. Depression and anxiety are frequently secondary to difficulties derived from ADHD and academic stress, mainly taking into account the competitive and dehumanized current academic model.
In the other hand, disruptive disorders of infancy and childhood such as negativistic oppositional disorder and behaviora disorders must be identified and treated early, because of the high risks of antisocial behavior and problems with justice
This article attempts to specify the essential clinical elements that allow identification and differentiation of the comor- bid disorders, existing scales for diagnosis and available treatments, based on clinical studies published. The existence of other conditions and the discrimination among them demand knowledge on the key elements of clinical history, clinical abilities to perform the anamnesis, the use of appropriate scales, interviews to parents, young people and teachers, and the available evidence of the best therapeutic intervention supported by clinical studies.
ns. With these recommendations these treatments may show good response and be safe for the patients
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