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Lay people might disagree with the ‘formal’ knowledge of medicine produced in medical schools and the internet has provided an opportunity for them to present their ideas. Attention deficit hyperactivity disorder (ADHD) is a new concept and has always been a controversial topic. Many people are presenting their views regarding ADHD on the web. This article explores a sample of ADHD‐related materials found by Google and evaluates the possible effects that different voices may have on ‘formal’ knowledge.

The purpose of this study is to investigate the usage of digital technologies (DTs) in improving the mental health of workers on construction sites.

A mixed research approach was used in the study, which comprised a questionnaire survey and two phases of semi-structured interviews. Purposive sampling was used to determine the interviewees and respondents of the questionnaire survey. Weighted mean rating (WMR) and manual content analysis were used to rank and evaluate the collected data.

The findings of this study revealed bipolar disorder, anxiety disorders, attention-deficit/hyperactivity disorder, obsessive-compulsive disorder, work-related stress and depression as the six most significant mental disorders (MDs) among the construction workforce and 30 causes for them. Moreover, 27 symptoms were related to the six most significant MDs, and sweating was the most significant symptom among them. Despite that, 16 DTs were found to be suitable in mitigating the causes for the most significant MDs.

There are numerous studies conducted on the application of DTs to construction operations. However, insufficient studies have been conducted focusing on the application of DTs in improving the mental health of workers at construction sites. This study can thus influence the use of DTs for tackling the common causes for MDs by bringing a new paradigm to the construction industry.

Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns.

This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California.

The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case.

Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns.

This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed.

These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization.

This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).

Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

A wealth of research on autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) has led to increased understanding and identification of each of these developmental disorders. Existing literature has sparked controversial discussions regarding whether aspects of ASD and ADHD predispose individuals to criminality. The purpose of this paper is to explore the link between these conditions and offending.

A review of the literature on ASD, ADHD and offending was undertaken. This paper looks at the particular focus of the literature on the involvement of individuals with ADHD and ASD within the criminal justice system.

There is some evidence of a link between ADHD and criminality. However, the relationship between ASD and offending is a little more difficult to ascertain. Complicating this further is the relatively unexplored subject of comorbid ASD/ADHD and criminal behaviour. This paper found that additional cognitive deficits and conduct problems are associated with comorbid ASD/ADHD, highlighting the need for further research and development of interventions.

This paper seeks to examine whether predictions can be made with regards to what offending behaviour may look like in an individual with comorbid ASD/ADHD. This paper reviews the literature on offending in relation to both disorders to examine whether predictions can be made with regards to what the offending behaviour of an individual with ASD and ADHD may look like.

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child’s educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category.

This paper aims to examine effective diagnostic and treatment pathways for attention deficit hyperactivity disorder (ADHD) in prison settings given the high prevalence of ADHD and comorbidities in the prison population.

Two studies were carried out in two separate prisons in London. Firstly, data were collected to understand the prevalence of ADHD and the comorbidities. The second study used quality improvement (QI) methodology to assess the impact of a diagnostic and treatment pathway for prisoners with ADHD.

Of the prisoners, 22.5% met the diagnostic criteria for ADHD. Nearly half of them were screened positive for autistic traits, with a higher prevalence of mental disorders among prisoners with ADHD compared to those without. The QI project led to a significant increase in the number of prisoners identified as requiring ADHD assessment but a modest increase in the number of prisoners diagnosed or treated for ADHD.

Despite various challenges, an ADHD diagnostic and treatment pathway was set up in a prison using adapted QI methodology. Further research is needed to explore the feasibility of routine screening for ADHD in prison and examine at a national level the effectiveness of current ADHD prison pathways.

The involvement of people with learning disabilities with the police has long been a source of difficulty. This article first sets the scene by exploring the particular difficulties that different groups may have in their potential dealings with the police, including people with: autism spectrum disorders; attention deficit hyperactivity disorder (ADHD); cerebral palsy; Tourette's syndrome; and those with brain injury. The article then goes on to explore the particular experiences of brain‐injured children1 and their parents when the former are taken into police custody, based upon research conducted for an MPhil degree. This research sheds light onto a highly under‐researched area and aims to bring about change in the training of police officers with specific regard to disabilities resulting from brain injury. A total of 13 parents and eight police forces were interviewed and the research findings highlight the need for better education and training to address the multiplicity of problems that the police are called upon to deal with.

The general public and professionals from a range of backgrounds have increasingly become interested in autism spectrum disorders. This interest is particularly relevant to learning disability practitioners. Both autism and learning disabilities are independently associated with increased risk of mental health problems. Thus, when a person has learning disabilities and an autism spectrum disorder, a comprehensive assessment for mental health problems is of paramount importance. This paper provides an overview of the assessment of mental health problems in adults and children with neurodevelopmental disorders. The general assessment principles are outlined followed by assessment issues related to specific conditions such as psychoses, mood disorders and attention deficit hyperactivity disorder. Finally conclusions on the clinical implications are drawn.