Assessment of attention deficits in children.

Abstract

A critical analysis of the view that a general attention deficit can be identified and objectively measured in children is presented. Research regarding the specific nature of attentional difficulties in hyperactive children and the measurement of attention and attention deficits is selectively reviewed. School psychologists are cautioned against premature use of the attention deficit disorder (ADD) label and measurement strategies for the following reasons: (a) the experimental, clinical, and educational literature reviewed indicates that a consensual definition of attention deficit is lacking; (b) research and theoryhave not yet adequately identified the specific attentional processes in question; and (c) few clearly conceptualized measures of specific attention deficits are yet available that have been adequately normed for use with children for diagnostic and programming purposes. School psychologists are encouraged to employ multifaceted assessment procedures that address individual strengths and weaknesses in hyperactive children.

Attention-Deficit Disorder With (ADD/H) and Without (ADD/WO) Hyperactivity: Behavioral and Neuropsychological Differentiation

“…The effect of this, however, is that any combination of symptoms of inattention and/or irnpulsivenesg and/or hyperactivity can result in an APHD diagnosis. As Ostrom and Jenson (1988) pointed out, "While the narrative description of ADHD in DSM-In-R highlights attentional problems, it wopld be theoretically possible to make the diagnosis without considering any of the attention items" (p. 263), Table 1 summarizes the diagnostic, erite?ria found in DSM-111 and DSM-III-R. As predicted, Meworn et al (1989) identified a group of nonreferred students meeti~g ADHD criteria who displayed hyperactive and impulsive but not necessarily inattentive behaviors. Based on this finding, the authors ooncluded that ADHD criteria allow identification of a more heterogeneous group than A D D m ariteria.…”