Evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD)

Abstract

Following recognition of the need for evidence-based treatments for childhood disorders there is increasing awareness that the assessment procedures we use with children should also be evidence-based. In this chapter we briefly review what is known about attention-deficit/hyperac-tivity disorder (ADHD) before considering the informants, methods, and measures that can be used to conduct evidence-based assessments for children presenting with problems suggestive of ADHD. We also consider the difficulties in combining data across informants and measures and the important issue of incremental validity: that is, when does more assessment lead to better assessment and outcome? Although the focus of the chapter is the assessment of ADHD in school-aged children we briefly address the assessment of ADHD in preschoolers, adolescents, and adults. In preparing this chapter we have been guided by Mash and Hunsley's description of evidence based assessment, assessment methods and processes that are based on empirical evidence in terms of both their reliability and validity as well as their clinical usefulness for prescribed populations and purposes (Mash & Hunsley, 2005, p. 364). Attention-deficit/hyperactivity disorder has been the subject of a great deal of research attention over the last three decades with many research articles and books published describing its nature, assessment, and treatment. It is not possible to do justice to this extensive literature in a single chapter. Where appropriate, throughout the chapter we refer the reader to more detailed sources. We recommend those planning to conduct evidence-based assessments with children referred for difficulties consistent with ADHD consult these sources. © 2009 Springer New York.