Diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) in Childhood: A Review of the Literature

Identifying, Assessing, and Treating ADHD at School

“…While there is no one protocol that has been agreed upon for the identification of ADHD, it is generally accepted that caregiver reports and direct behavioral observation are a part of the comprehensive diagnostic assessment. Given that ADHD symptoms are especially prevalent in the school environment, teacher reports and classroom observations should be considered an important part of any ADHD assessment (Brock, 1999;Brock & Clinton, 2007;Koonce, 2007).…”

“…Consequently, it is important to recognize that inattention and hyperactivity in the 3-4-year-old is not necessarily an indication of ADHD (Barkley, 1998). Symptom duration is also critical when differentiating ADHD from common behaviors typically associated with school adjustment or transient environmental stressors (Brock & Clinton, 2007).…”

“…In addition, to ensure that behaviors are displayed in multiple settings, direct observation and/or behavior rating scales may be necessary (Brock, 1999;Brock & Clinton, 2007). …”

School-Based Assessment of ADHD: Purpose, Alignment With Best Practice Guidelines, and Training

“…A majority of the guidelines recommend basing diagnosis on the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV ); using interviews with the parent, teacher, and child; parent and teacher standardized behavior rating scales; assessment of cognitive functioning and academic achievement; and behavioral observations during unstructured (e.g., playground) and structured times (e.g., classroom). Brock and Clinton (2007) found that at least 90% of publications on ADHD assessment recommended ratings scales, interviews, and laboratory/psychological testing. Behavioral observations were recommended in 68% of the studies.…”

“…Several researchers have reviewed best practice guidelines for the diagnosis of ADHD (Brock & Clinton, 2007;Handler & DuPaul, 2005). A majority of the guidelines recommend basing diagnosis on the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV ); using interviews with the parent, teacher, and child; parent and teacher standardized behavior rating scales; assessment of cognitive functioning and academic achievement; and behavioral observations during unstructured (e.g., playground) and structured times (e.g., classroom).…”