A Review of Diagnostic Methods for Identifying Attention-Deficit/Hyperactivity Disorder in Adults.

Autor/in	Beuttler, Richard C.
Titel	A Review of Diagnostic Methods for Identifying Attention-Deficit/Hyperactivity Disorder in Adults.
Quelle	(1995), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Adults; Attention Deficit Disorders; Clinical Diagnosis; Diagnostic Tests; Disability Identification; Evaluation Criteria; Evaluation Methods; Hyperactivity; Learning Disabilities; Multiple Disabilities; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Diagnostic test; Diagnostischer Test; Hyperaktivität; Learning handicap; Lernbehinderung; Multiple disability; Mehrfachbehinderung; Psychiatrische Symptomatik
Abstract	This paper reviews the assessment and diagnosis of attention deficit/hyperactivity disorder (ADHD) in adults. To provide baseline information, consideration is given to outcome studies for adults who were first diagnosed with ADHD as children. Studies of clinical assessment methods are addressed, and previous diagnostic criteria are compared to current criteria. Also considered is the area of retrospective childhood diagnosis. The retrospective approach of reviewing childhood symptoms was found to provide moderate agreement between parental and subject recollections of childhood behavior; however, there may be a tendency for subjects to under-report their symptoms compared to parents. Presence of co-morbid disorders such as learning disabilities has confounded much of the clinical assessment of symptomotology. Tests which have been used to differentiate children with ADHD and those with learning disabilities are examined, as are the use of neuropsychological tests in adults. It is concluded that the lack of consensus in the existing literature suggests that a multimodal method of assessment appears necessary at this time. (Contains 39 references.) (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01