Abstract
Attention-deficit/hyperactivity disorder (ADHD) (American Psychiatric Association, 1994) is a complex and chronic disorder of brain, behavior, and development whose behavioral and cognitive consequences affect multiple areas of functioning. Historically, children who have ADHD were referred to as having “minimal brain damage” (1947 to early 1950s). The association between brain damage and behavioral deviance was logical and was introduced following the pandemic of encephalitis in the 1920s. Many of the postencephalitic children, it was observed, were motorically overactive, inattentive, and aggressive, in addition to displaying a wide variety of emotional and learning difficulties. Subsequent attempts to validate the concept of minimal brain damage, however, were unsuccessful. Neither “soft neurological signs,” that is, objective physical evidence that is perceptible to the examining physician as opposed to the subjective sensations or symptoms of the patient, nor a positive history of brain damage or birth difficulties were evidenced in a majority of children who had histories of behavioral problems.
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Rapport, M.D. (2001). Attention-Deficit/Hyperactivity Disorder. In: Hersen, M., Van Hasselt, V.B. (eds) Advanced Abnormal Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-8497-5_9
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DOI: https://doi.org/10.1007/978-1-4419-8497-5_9
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