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School-based assessment of attention deficit-hyperactivity disorder
1Department of Pediatrics, Children's Hospital, Philadelphia, PA.
Journal of Learning Disabilities
|April 1, 1991
Summary
This study outlines school-based assessment for Attention Deficit-Hyperactivity Disorder (ADHD). Comprehensive evaluation involves multiple measures to effectively track ADHD symptoms and treatment progress in educational settings.
Area of Science:
- Child Psychology
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Schools play a crucial role in assessing and treating Attention Deficit-Hyperactivity Disorder (ADHD).
- Numerous assessment tools exist for ADHD in schools, but guidelines for their application are limited.
- The school environment offers diverse settings and observers for comprehensive ADHD evaluation.
Purpose of the Study:
- To detail school-based assessment procedures for Attention Deficit-Hyperactivity Disorder (ADHD).
- To examine the connection between school-based assessment methods and ADHD.
- To provide recommendations for effective ADHD assessment and treatment within educational contexts.
Main Methods:
- Utilizing teacher rating scales for behavioral assessment.
- Conducting direct observations in classroom and playground settings.
- Employing peer rating, sociometric measures, and academic performance (permanent product measures).
Main Results:
- Concurrent use of multiple assessment measures is recommended for a thorough evaluation of ADHD symptoms.
- Assessment should prioritize determining treatment efficacy.
- School-based ADHD assessment should integrate various data sources for comprehensive understanding.
Conclusions:
- A multi-method approach to school-based ADHD assessment is essential for capturing the disorder's complexity.
- Focusing on treatment efficacy through assessment can streamline ADHD management.
- Integrating comprehensive assessment components facilitates effective school-based ADHD treatment strategies.