39. Conclusiones “ Es importante para el médico conocer los conceptos de asepsia y antisepsia, ya que si los entiende y puede aplicar correctamente se pueden evitar muchas complicaciones principalmente en los pacientes que son sometidos a cirugías, donde se produce una herida quirúrgica y un mecanismo de entrada para el agente.”
40.
Editor's Notes
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
According to the APA’s DSM-IV-TR, the essential feature of Attention Deficit Hyperactivity Disorder is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development.” Estimates of the prevalence of ADHD range from 3-7% of school-age children. 1 ADHD is associated with impaired academic and social functioning, and research suggests that it is associated with morbidity and poorer outcomes later in life as well. The current DSM-IV diagnostic criteria for ADHD incorporates the three principal hallmark symptoms: attention deficit or attention inconsistency, hyperactivity (may not be present in all children), and impulsive behavior. While shades of all of these three symptoms are present to varying degrees in all children, the key operative diagnostic qualifier is the careful evaluation of what constitutes inappropriate behavior leading to problems in social, scholastic, family and work environment. The test of inappropriateness rests on identifying symptoms that are maladaptive and inconsistent with developmental level. Consequently, it is not easy to precisely define ADHD, and it may never occur in its “pure” form. However, it is a distinct clinical syndrome greatly in need of early detection and treatment. Untreated, ADHD leaves millions of children and adults misunderstood and unnecessarily struggling in a hostile environment and, often, incapacitated or riddled with frustration and anger. There is also the flip side to ADHD in that many of these children have high energy, intuitiveness, creativity, and enthusiasm that can be channeled with proper therapeutic management. 1.DSM-IV-TR. Washington, DC: APA; 2000.
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