Essentials of ADHD Assessment for Children and Adolescents (Essentials of Psychological Assessment)

A comprehensive approach to accurate ADHD diagnosis In Essentials of ADHD Assessment in Children and Adolescents, the authors provide a clear and informative road map for practitioners seeking to conduct state-of-the-art assessments for one of the most common disorders of childhood. Drawing upon years of experience in conducting diagnostic evaluations of ADHD following best-practice standards, they emphasize the importance of a comprehensive evaluation, incorporating data from multiple sources, using multiple methods, and interpreting findings within the appropriate developmental and cultural contexts. The major components of an ADHD evaluation (interviews, rating scales, cognitive testing, observation, record review) are reviewed in detail. Expert guidance is provided for resolving the most common challenges in assessing ADHD, including differentiating symptoms from normal development, dealing with discrepant data, differential diagnosis, and considering comorbidity. The latest scholarly literature is integrated with the authors' practical recommendations to provide clinicians with the concepts and tools needed for effective and accurate assessment of ADHD, addressing such topics as: When inattention is ADHD, and when it may be emotional or neurological Which disorders may masquerade as or present with ADHD The elements of accurate ADHD testing and the reasons behind them Integrating results of a multi-modal approach into an ADHD assessment An indispensable professional resource for practicing clinicians, Essentials of ADHD Assessment for Children and Adolescents is a reader-friendly guide to providing a thorough, responsible ADHD evaluation. Essentials of ADHD Assessment for Children and Adolescents 1 Contents 11 Foreword 13 Series Preface 15 Preface 17 Acknowledgments 21 One: Understanding ADHD 23 Historical Perspective 24 Overarching Principles 30 Core Features 33 Inattention 34 Impulsivity 34 Hyperactivity 35 Associated Features and Comorbidity 36 Cognitive and Academic 37 Externalizing/Behavioral 38 Internalizing/Emotional 39 Interpersonal/Social 39 Substance Use and Abuse 40 Developmental and Medical 41 Etiology 42 ADHD Has Multiple Causes 42 ADHD Is Neurobiological 43 Factors That Change the Brain 44 Genes 44 Environmental Insults 45 The Interplay of Genes and Experience 45 Gene–Environment Interactions 45 Epigenetics 46 Epidemiology 47 Prevalence 48 Gender 48 Culture 49 Course and Outcome 50 Summary 52 Test Yourself 52 References 54 Two: What the DSM-5 Says About ADHD 67 Organization of the DSM-5 68 DSM-5 Criteria for ADHD 71 Symptoms of DSM-5 ADHD 71 Presentations of DSM-5 ADHD 78 Persistence 80 Age of Onset 81 Pervasiveness 82 Impairment 82 Exclusions 83 Severity 83 Differential Diagnosis 84 Comorbidity 85 How Do I Know if It Is DSM-5 ADHD? 86 Summary 86 Test Yourself 87 References 89 Three: Assessing ADHD: Goals and Guiding Principles 91 Goals 92 Inclusion: Does the Child Meet Criteria for ADHD as Specified in DSM-5? 92 Symptoms 93 Pervasiveness 94 Impairment 95 Exclusion: If Current ADHD Criteria Are Met, Are There Credible Alternative Explanations for the Symptoms? 97 Guiding Principles 100 Be Comprehensive 100 Obtain Data from Multiple Informants, Settings, and Methods 101 Multiple Informants and Settings 101 Multiple Methods 104 Integrate Categorical and Dimensional Approaches 105 Be Sensitive to Developmental Factors 109 Consider Culture and Other Contextual Factors 112 Identify Strengths, Assets, and Competencies 118 Adopt a Hypothesis-Testing Approach 119 Summary 121 Test Yourself 122 References 124 Four: Components of ADHD Assessment 129 Sequence of Evaluation Components 131 Record Review 133 What Should I Review? 134 When Should I Review Records? 135 Interview 135 What Should I Cover in My Interviews? 136 Whom Should I Interview? 139 Child Interview 140 Parent/Caregiver Interview 141 Teacher Interview 142 Treatment Provider Interview 143 Structured and Semi-structured Interviews 144 When Should I Conduct Interviews? 145 Clinical Observation 147 What Should I Look For? 148 When Should I Make Observations? 150 Rating Scales 150 How Do I Choose Rating Scales? 153 When Should I Administer Rating Scales? 155 Cognitive Testing 155 What Areas/Skills Should I Test? 159 When Should I Complete Testing? 169 Summary 170 Test Yourself 171 References 172 Five: Putting It All Together: Integrating Findings and Drawing Conclusions 176 Clinical Application of the DSM-5 Criteria for ADHD 177 Criterion A—Symptom Count: Are There Sufficient Symptoms for Diagnosis? 177 Criterion B—Onset: Were Several Symptoms Present Before 12 Years of Age? 181 Criterion C—Pervasiveness: Are Several Symptoms Present in at Least Two Settings? 182 Criterion D—Impairment: Do Symptoms Interfere with or Reduce the Quality of Functioning? 182 Criterion E—Exclusions: Are Symptoms Better Explained by Another Disorder? 184 Differential Diagnosis and Comorbidity 185 How Do I Discriminate ADHD from Other Disorders? 186 Command of Child Psychopathology (Including But Not Limited to ADHD) 186 Onset and Course 188 Family History 189 Response to Intervention (RTI) 189 Common Diagnostic Challenges 190 The So-Called “Normal” Condition 191 Intellectual Disability (ID) 192 Language Disorders 192 Autism Spectrum Disorder 192 Specific Learning Disorders 194 Motor Disorders 194 Psychotic Disorders 195 Bipolar Disorders 195 Depressive Disorders 196 Anxiety Disorders 196 Trauma- and Stressor-Related Disorders 197 Disruptive, Impulse-Control, and Conduct Disorders 198 Substance-Related Disorders 199 Neurocognitive and Other Medical Conditions 199 Other Possible Explanations 200 Dealing with Discrepant Data 201 Evaluating Reasons for Discrepancies 202 Who Is Right? 203 What Do I Do? 204 Beyond Diagnosis 205 Summary 208 Test Yourself 209 References 211 Six: Illustrative Case Reports 213 Psychological Evaluation 216 EVALUATION PROCEDURES 216 REASON FOR REFERRAL AND BACKGROUND 216 Reason for Referral 216 Background 217 BEHAVIORAL OBSERVATIONS 218 HOW TO READ THIS REPORT 219 TEST RESULTS 219 Attention 219 Home Setting 220 School Setting 220 Clinic Setting 221 Behavioral Screening 221 Psychoeducational Assessment 222 Intelligence 222 Academic Achievement 224 Cognitive Processes Related to Academic Functioning 226 Phonological Processing 226 Visual-Motor Integration 227 IMPRESSIONS 227 RECOMMENDATIONS 230 Recommendations to Address Attention-Deficit/Hyperactivity Disorder 230 General Suggestions 230 Educational Setting 231 Home Setting 232 Suggestions to Address Oppositional Behaviors 234 Recommendations to Address the Development of Reading and Spelling Skills 235 Some Strategies to Assist Written Work 236 Recommendations to Address Math Weaknesses 236 Additional Suggestions to Address Behavioral Issues and Self-Concept 237 ATTACHMENTS 238 Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) 238 Woodcock-Johnson Psycho-Educational Battery, Third Edition, Tests of Achievement (WJ-III) 240 Comprehensive Test of Phonological Processing (CTOPP) 241 Developmental Test of Visual-Motor Integration (VMI) 241 Formal Clinic Observation 242 Conners Continuous Performance Test II V.5 242 Conners, Third Edition 243 ADHD Evaluation Report 245 IDENTIFYING INFORMATION/REASON FOR REFERRAL 245 PRESENTING PROBLEMS/CURRENT FUNCTIONING 245 BACKGROUND INFORMATION 248 PREVIOUS TESTING AND INTERVENTIONS 249 TESTS AND PROCEDURES ADMINISTERED 250 BEHAVIOR OBSERVATIONS/MENTAL STATUS 250 RESULTS OF ADHD BATTERY 251 Interview Data 251 Symptom Rating Scales 252 Continuous Performance Test (CPT) 254 Diagnostic Screening 255 SUMMARY AND CONCLUSIONS 257 DIAGNOSIS 261 RECOMMENDATIONS 261 Medication trial 261 Educational interventions and accommodations 262 Psychoeducational evaluation 266 Support, information, and advocacy groups 266 Continue individual therapy 267 Neuropsychological Evaluation 267 REASON FOR REFERRAL 268 KEY BACKGROUND INFORMATION 268 VALIDITY 270 TEST RESULTS 271 INTERPRETATION OF RESULTS 278 Medication Monitoring Results 284 OVERALL IMPRESSIONS 285 RECOMMENDATIONS 288 REFERRALS 295 Annotated Bibliography 297 About the Authors 299 Index 301

A comprehensive approach to accurate ADHD diagnosis

In Essentials of ADHD Assessment in Children and Adolescents, the authors provide a clear and informative road map for practitioners seeking to conduct state-of-the-art assessments for one of the most common disorders of childhood. Drawing upon years of experience in conducting diagnostic evaluations of ADHD following best-practice standards, they emphasize the importance of a comprehensive evaluation, incorporating data from multiple sources, using multiple methods, and interpreting findings within the appropriate developmental and cultural contexts. The major components of an ADHD evaluation (interviews, rating scales, cognitive testing, observation, record review) are reviewed in detail.

Expert guidance is provided for resolving the most common challenges in assessing ADHD, including differentiating symptoms from normal development, dealing with discrepant data, differential diagnosis, and considering comorbidity. The latest scholarly literature is integrated with the authors' practical recommendations to provide clinicians with the concepts and tools needed for effective and accurate assessment of ADHD, addressing such topics as:

• When inattention is ADHD, and when it may be emotional or neurological
• Which disorders may masquerade as or present with ADHD
• The elements of accurate ADHD testing and the reasons behind them
• Integrating results of a multi-modal approach into an ADHD assessment

An indispensable professional resource for practicing clinicians, Essentials of ADHD Assessment for Children and Adolescents is a reader-friendly guide to providing a thorough, responsible ADHD evaluation.

Fully revised coverage with the most current diagnoses and treatments for adolescents and adults living with learning and attention disorders Reflecting the most recent and relevant findings regarding Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (ADHD), this Second Edition of Learning and Attention Disorders in Adolescence and Adulthood provides practitioners in the fields of education and mental health with a set of practical guidelines to assist in the assessment, diagnosis, consultation, and treatment of adolescents and adults struggling with LD and ADHD. The new edition includes: An emphasis on working from strengths—adapting to disabilities and dealing with them successfully on a daily basis New coverage of the causes and long-term implications of LD and ADHD in adolescents and adulthood New chapters on treatment effectiveness; building resiliency and shaping mindsets; cognitive therapy; and strategic life coaching to help guide individuals with LD and ADHD Contributions from leading researchers, including Noel Gregg, Russell Barkley, Kevin Antshel, and Nancy Mather Drawing on evidence-based techniques to meet the pragmatic demands for intervention, the Second Edition guides school psychologists, counselors, and educators in promoting positive change for adolescents and adults with LD and ADHD as they strive for success in school, work, and home settings. Foreword xi Series Preface xiii Preface xv Acknowledgments xix One Understanding ADHD 1 Historical Perspective 2 Overarching Principles 8 Core Features 11 Associated Features and Comorbidity 14 Etiology 20 Epidemiology 25 Summary 30 Test Yourself 30 References 32 Two What the DSM-5 Says About ADHD 45 Organization of the DSM-5 46 DSM-5 Criteria for ADHD 49 How Do I Know if It Is DSM-5 ADHD? 64 Summary 64 Test Yourself 65 References 67 Three Assessing ADHD: Goals and Guiding Principles 69 Goals 70 Guiding Principles 78 Summary 99 Test Yourself 100 References 102 Four Components of ADHD Assessment 107 Sequence of Evaluation Components 109 Record Review 111 Interview 113 Clinical Observation 125 Rating Scales 128 Cognitive Testing 133 Summary 148 Test Yourself 149 References 150 Five Putting It All Together: Integrating Findings and Drawing Conclusions 154 Clinical Application of the DSM-5 Criteria for ADHD 155 Differential Diagnosis and Comorbidity 163 Dealing with Discrepant Data 179 Beyond Diagnosis 183 Summary 186 Test Yourself 187 References 189 Six Illustrative Case Reports 191 Psychological Evaluation 194 ADHD Evaluation Report 223 Neuropsychological Evaluation 245 Annotated Bibliography 275 About the Authors 277 Index 279 This indispensible resource provides step-by-step guidelines for conducting a thorough, responsible evaluation for ADHD. The authors focus on the pragmatic needs of the practicing clinician and address not only the broad concepts integral to conducting sound ADHD assessments but also the specifics that will enable practitioners to implement those principles. Appropriate for seasoned clinicians who wish to add ADHD evaluations to their practices as well as new clinicians and graduate students who are developing expertise. Provides explicit guidance as to what diagnoses can masquerade as ADHD and how to recognize these, as well as what diagnoses are often present with ADHD Explains how to recognize when inattention is part of ADHD, and when it is a symptom of other conditions (e.g., emotional, neurological, and other issues) Provides clear, concise guidance regarding how to responsibly and accurately assess for ADHD by integrating results from a multi-method approach Illustrates not only what elements to use in an ADHD evaluation, but also why to use each element Provides quick guidance to researchers who wish to increase ecological validity of their findings by replicating real-world clinical diagnostic procedures in selecting clinical participants "This indispensable resource provides step-by-step guidelines for conducting a thorough, responsible evaluation for ADHD in children and adolescents. Focusing on the pragmatic needs of the practicing clinician, the authors address not only the broad concepts integral to conducting sound ADHD assessments but also the specifics that will enable practitioners to implement those principles. This essential guide is appropriate for seasoned clinicians who wish to add ADHD evaluations to their practices, as well as new clinicians and graduate students who are developing expertise. "-- Provided by publisher "With informed support, students at the K-12 and collegiate levels can overcome the obstacles of ADHD and other learning disabilities. Drawing on evidence-based techniques, this book provides school psychologists, counselors, and consultants with the best diagnoses and treatments to help their clients become effective students. It includes a thorough overview of LD and ADHD, as well as a set of guidelines to assist adolescents and adults. This is important reading for practitioners in education and mental health working to create learning programs"--Provided by publisher