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Abstract
Attention Deficit / Hyperactivity Disorder (ADHD) is described by the combination of symptoms of attention deficit, hyperactivity and impulsivity, being the most frequent behavioral disorder in children that currently, the symptoms of inattention, hyperactivity and impulsivity, consequently bring a great impact on academic development, as well as in the areas of neurodevelopment and psychosocial interaction. The present research started from the need to reflect that although the symptoms are present in other environments, it is at school that they stand out the most and draw the attention of educators and school staff who perceive a different behavior in the child that includes hyperactivity, or inattention and low concentration or impulsive attitudes, among others, which compromise school performance and relationships with colleagues and adults. The research was justified by the need to critically analyze the aspects that permeate the theme, such as neuropsychological assessment, diagnostic methods and treatments for ADHD. This analysis is relevant when complementing a chain of critical reflections existing in research on ADHD using the neuropsychological approach. The project is configured as a descriptive bibliography and its qualitative content. The study is based on theoretical references from several authors, such as: Barkley (2002), Lopes (2007) Phelan (2005) among others, as well as diagnostic manuals such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV -TRTM). This work was organized in order to provide a better understanding of the theme. However, although the disconnected information distributed throughout the study, it is important to mention that it is not inseparable, but complementary, not that it concerns its discussion.