Special ArticleDeveloping the Evidence-Grading Tools and Process for the Complex Attention-Deficit/Hyperactivity Disorder GuidelineChan, Eugenia MD*; Froehlich, Tanya E. MD†; Barbaresi, William J. MD*; Fogler, Jason PhD*Author Information *Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA; †Department of Pediatrics, Cincinnati Children's Hospital, Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH; Address for reprints: Eugenia Chan, MD, Division of Developmental Medicine, Boston Children's Hospital, 300 Longwood Avenue, BCH 3185, Boston, MA 02115; e-mail: [email protected]. Disclosure: The authors declare no conflict of interest. Journal of Developmental & Behavioral Pediatrics: February/March 2020 - Volume 41 - Issue - p S105-S110 doi: 10.1097/DBP.0000000000000773 Buy Metrics Abstract Clinical practice guidelines (CPGs) rely on a robust assessment of the quality of evidence supporting guideline recommendations. For the Society for Developmental and Behavioral Pediatrics (SDBP) CPG for the Assessment and Treatment of Children and Adolescents with Complex Attention-Deficit Hyperactivity Disorder (ADHD), the nature of the evidence and resource constraints led the guideline panel to develop an innovative, yet rigorous, approach to evidence grading. This study will (1) describe the challenges of evidence grading for the SDBP Complex ADHD Guideline; (2) discuss the rationale, process, and tools developed to conduct evidence grading; and (3) report on the experiences and readiness of the volunteer reviewers with diverse background in research methodology to conduct evidence grading. This evidence review process may serve as an example of approaches that can be used by other groups tasked with evaluating the evidence in support of new CPGs. Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.