Guidelines for the Behavioral Assessment of Hyperactivity

Abstract

H yperactivity, either as a main problem or a component problem, is probably one of the most common referral concerns in the school setting. Because the concern in hyperactivity is most often on the perceived excess (e.g., activity level) and deficit (e.g., attention span) behaviors, the assessment of hyperactivity is quite compatible with the behavioral assessment approach. The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained here, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources also are suggested for the practitioner to use in behavioral assessment of hyperactivity.