ADHD Assessment in College Students: Psychologists' Adherence to "DSM-5" Criteria and Multi-Method/Multi-Informant Assessment

Autor/inn/en	Weis, Robert; Till, Christina H.; Erickson, Celeste P.
Titel	ADHD Assessment in College Students: Psychologists' Adherence to "DSM-5" Criteria and Multi-Method/Multi-Informant Assessment
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 2, S.209-225 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917735152
Schlagwörter	Clinical Diagnosis; Diagnostic Tests; Attention Deficit Hyperactivity Disorder; Undergraduate Students; Psychologists; Compliance (Psychology); Evaluation Criteria; Academic Accommodations (Disabilities); Psychoeducational Methods; Reliability; Drug Therapy; Best Practices; Private Colleges + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Psychologist; Psychologe; Psychologin; Reliabilität; Privathochschule
Abstract	The evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD) depends on adherence to "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.; "DSM-5") diagnostic criteria and reliance on multi-method/multi-informant data. Although nearly all psychologists endorse these practices, college students with ADHD may lack documentation supporting their diagnoses. We reviewed the documentation submitted by 214 undergraduates diagnosed with ADHD and receiving academic accommodations for this condition. Their clinicians also completed a checklist that described their assessment procedures. Relatively few psychologists assessed all "DSM-5" criteria, based on either the psychologist's self-reported assessment procedures (23.4%), written documentation (14.0%), or multi-method/multi-informant data (10.3%) such as educational/medical records, results of rating scales, or interviews with other informants. Psychologists were least likely to assess students' areas of impairment or to rule out alternative causes for students' self-reported symptoms. This lack of adherence to "DSM-5" criteria and overreliance on students' self-reports can threaten the reliability of diagnosis and the appropriateness of medication and accommodations that follow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01