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Using Technology in the diagnosis of Attention-Deficit/Hyperactivity Disorder

Itai Berger

Attention-Deficit/Hyperactivity Disorder (ADHD) is among the most prevalent chronic health disorders affecting school-age children [1]. The disorder attracts a lot of controversies [2,3]. One of the main reasons for criticism is the diagnostic process, which in some aspects is subjective and can be relatively easily biased [4]. There is a discrepancy between the expanding scientific biological, genetic and imaging knowledge and the clinical based procedure of ADHD diagnosis [4]. In the absence of available biological markers that would support diagnosis on a routine clinical visit, professionals are asked to continue and use clinical interview, extensive history taking, parent-teacher rating scales, review of psycho-educational test data, and direct observation [4,5]. Shortcomings associated with standard clinical approaches suggest an increasing need to consider complementary strategies for determining diagnostic standing and assessing treatment outcome.