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Direct linkValo, Shana; Tannock, Rosemary – Journal of Clinical Child and Adolescent Psychology, 2010
Using data from 123 children (aged 6-12 years) referred consecutively to a pediatric neuropsychiatry clinic by community physicians for assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and related problems, we investigated the effects of informant (parent, teacher), tool (interview, rating scale), and method for combining symptom…
Descriptors: Physicians, Attention Deficit Hyperactivity Disorder, Attention Deficit Disorders, Identification
Simonsen, Brandi M.; Bullis, Michael D. – Journal of Emotional and Behavioral Disorders, 2007
This study explored the ability of Systematically Progressive Assessment (SPA), a multiple gating approach for assessing students with attention-deficit/hyperactivity disorder (ADHD), to discriminate between subtypes of ADHD. A total of 48 students with ADHD (ages 6-11) were evaluated with three "gates" of assessment. Logistic regression analysis…
Descriptors: Student Behavior, Hyperactivity, Attention Deficit Disorders, Evaluation Methods
Peer reviewedSalend, Spencer J.; Rohena, Elba – Intervention in School and Clinic, 2003
This article provides the American Psychiatric Association's definition of attention deficit disorder (ADD) and then gives an overview of ADD by considering the three types of ADD, the developmental impact of ADD, factors contributing to ADD, identification and assessment of students with ADD (emphasizing multimethod and consideration of…
Descriptors: Attention Deficit Disorders, Classification, Definitions, Disability Identification
Peer reviewedMaag, John W.; Reid, Robert – Behavioral Disorders, 1994
This paper postulates that cultural and societal factors have exerted a powerful force on the conceptualization and treatment of attention-deficit hyperactivity disorder. A functional assessment approach is presented, along with a model for classifying performance deficits and methods for selecting intervention strategies based on the model.…
Descriptors: Attention Deficit Disorders, Classification, Clinical Diagnosis, Cultural Influences
Peer reviewedReason, Rea – Journal of Learning Disabilities, 1999
This article is an abridged version of a British Psychological Society paper that addresses research relevant to current understanding of the notion of attention deficit hyperactivity disorder from an historical, psychological, and biological perspective. Also discusses implications for practice in the light of the information obtained. (Author/CR)
Descriptors: Attention Deficit Disorders, Children, Classification, Educational History
Peer reviewedCacace, Anthony T.; McFarland, Dennis J. – Journal of Speech, Language, and Hearing Research, 1998
Discusses the difficulty in validating central auditory processing disorder (CAPD) as a diagnostic label in school-aged children, and examines the extent to which reading, language, and attention disorders in school-aged children involve perceptual dysfunctions limited to a single sensory modality. Multimodal perceptual testing for diagnosis is…
Descriptors: Attention Deficit Disorders, Classification, Clinical Diagnosis, Diagnostic Tests
Hall, John D.; Ashley, Donna M.; Bramlett, Ronald K.; Dielmann, Kim B.; Murphy, John J. – Journal of Applied School Psychology, 2005
This study examined effects of negative versus positive symptom formats on the assessment and subsequent classification of ADHD in children in public schools. Symptoms associated with the disorder based on the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) were presented to parents and teachers of referred children…
Descriptors: Response Style (Tests), Attention Deficit Disorders, Classification, Hyperactivity
Robins, Paul M.; Schoff, Kristin M.; Glutting, Joseph J.; Abelkop, A. Shayne – Psychology in the Schools, 2003
Examined discriminative validity of the Parent Rating Scale (PRS) of the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992, Circle Pines, MN: American Guidance Services). Two groups were compared: a cohort with recurrent abdominal pain (RAP) (n = 49) and children from the BASC-PRS standardization sample (n = 49) matched…
Descriptors: Guidance, School Psychologists, Rating Scales, Pain
