Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

Autor/inn/en	Angello, Lisa Marie; Volpe, Robert J.; DiPerna, James C.; Gureasko-Moore, Sammi P.; Gureasko-Moore, David P.; Nebrig, Michelle R.; Ota, Kenji
Titel	Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales
Quelle	In: School Psychology Review, 32 (2003) 2, S.241-262 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	School Psychologists; Hyperactivity; Criticism; Behavior Rating Scales; Measures (Individuals); Psychometrics; Attention Deficit Disorders; Problem Solving; Check Lists; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Hyperaktivität; Kritik; Messdaten; Psychometry; Psychometrie; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Problemlösen; Checkliste; Psychiatrische Symptomatik
Abstract	Two key characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD), problems with attention and behavioral control, represent the most common reasons for school referrals (Barkley & Edwards, 1998). This makes it essential for school psychologists to acquire the knowledge and skills necessary to conduct a comprehensive assessment of ADHD and ADHD-related symptoms. The current article reports a critical analysis of six published behavior rating scales commonly utilized in a best practices approach to a school-based comprehensive assessment of ADHD (DuPaul & Stoner, 1994). Each of the rating scales was evaluated for strengths and limitations with regard to purpose, content, standardization, and psychometric properties. Recommendations are delineated regarding the use of each rating scale with specific target populations (i.e., culturally diverse students) as well as specific stages of assessment within a problem-solving process. (Contains 3 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10