Pearls, perils, and pitfalls in the assessment and treatment of attention-deficit/hyperactivity disorder in adolescents

2014 ◽  
Vol 26 (1) ◽  
pp. 119-129 ◽  
Author(s):  
Obianuju Obioha ◽  
Andrew Adesman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Assessment And Treatment

Attention Deficit Hyperactivity Disorder

2018 ◽  
Author(s):  
Steven W. Evans ◽  
Julie S. Owens ◽  
W. John Monopoli ◽  
Kari Benson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Randomized Clinical Trials ◽  
Evidence Base ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
New Findings ◽  
Assessment And Treatment ◽  
Effective Assessment

Youth with attention deficit hyperactivity disorder experience impairment across multiple domains of functioning, with the characteristics changing with age. Thus, assessment and treatment must be appropriate for the home and school and relevant to the child’s developmental level. This chapter reviews effective assessment strategies for use with children and adolescents. Psychosocial treatments for children and adolescents are discussed separately, as the approaches with each group differ substantially. For children, strategies with a strong evidence base are described, and innovations and treatment modifications that have been examined recently are showcased. For adolescents, the results of the few randomized clinical trials conducted with this population are reviewed. A theoretical model for how to sequence treatments (i.e., intervention, medication, accommodations) for youth is referenced, and two case studies highlight this model, as well some of the new findings described in this chapter. Implications and recommendations for future research and practice are provided.

Attention-Deficit/Hyperactivity Disorder

2018 ◽  
pp. 47-70
Author(s):  
Charlotte Johnston ◽  
Sara Colalillo
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Monitoring And Evaluation ◽  
Treatment Monitoring ◽  
Assessment Instruments ◽  
Clinical Settings ◽  
Case Conceptualization ◽  
Hyperactivity Disorder ◽  
Scientific Support ◽  
Assessment And Treatment

Abstract: The chapter focuses on the assessment of attention-deficit/hyperactivity disorder (ADHD) in clinical settings and on measures appropriate for youth. Six- to 12-year-old children are the group most frequently referred for assessment and treatment of ADHD; therefore, literatures regarding assessment at other ages are not as well developed and not reviewed in this chapter. However, consistent with the recent adoption of a lifespan perspective on ADHD, this chapter also includes information pertaining to the assessment of ADHD in adulthood. The chapter begins with a review of the nature of the disorder, which is followed by a review of clinical assessment instruments designed for the assessment purposes of (a) diagnosis, (b) case conceptualization and treatment planning, and (c) treatment monitoring and evaluation. Recommendations are included for instruments with the greatest scientific support and for assessing ADHD in a clinically sensitive manner.

Attention-Deficit Hyperactivity Disorder: A Functional Approach to Assessment and Treatment

1994 ◽  
Vol 20 (1) ◽  
pp. 5-23 ◽  
Author(s):  
John W. Maag ◽  
Robert Reid
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Functional Approach ◽  
Hyperactivity Disorder ◽  
Assessment And Treatment ◽  
Treatment Research ◽  
Alternative Conceptualization ◽  
Social And Cultural Factors ◽  
Psychopharmacological Agents ◽  
Selection Of

Although numerous terms have been used to describe Attention-Deficit Hyperactivity Disorder (ADHD) during the past several decades, it has continued to be conceptualized from a biological or neurological perspective. Consequently, much research has accumulated investigating possible biological and neurological causes, developing better diagnostic criteria, and accumulating medication protocols. Despite voluminous amounts of research, little consensus has been reached as to the best way to define and diagnose ADHD. Consequently, it becomes difficult to generate and test hypotheses related to the etiology, characteristics, and treatment of this disorder. One problem relates to how ADHD is conceptualized. In approaching ADHD as a psychiatric condition, assessment usually focuses on improving diagnostic precision. Similarly, most treatment research has dealt with the use of psychopharmacological agents, such as Ritalin. Yet, there are many ways to conceptualize “disorders.” We begin this article by suggesting that ADHD has become reified as a result of social and cultural factors. We present an alternative conceptualization based on a functional approach to the assessment and treatment of ADHD. Based on this functional approach, we present a model for classifying performance problems that can be used to guide the selection of appropriate intervention techniques.

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