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• Contents
• Foreword
• Series Preface
• Preface
• Acknowledgments
• One: Understanding ADHD
• Historical Perspective
• Overarching Principles
• Core Features
• Inattention
• Impulsivity
• Hyperactivity
• Associated Features and Comorbidity
• Cognitive and Academic
• Externalizing/Behavioral
• Internalizing/Emotional
• Interpersonal/Social
• Substance Use and Abuse
• Developmental and Medical
• Etiology
• ADHD Has Multiple Causes
• ADHD Is Neurobiological
• Factors That Change the Brain
• Genes
• Environmental Insults
• The Interplay of Genes and Experience
• Gene–Environment Interactions
• Epigenetics
• Epidemiology
• Prevalence
• Gender
• Culture
• Course and Outcome
• Summary
• Test Yourself
• References
• Two: What the DSM-5 Says About ADHD
• Organization of the DSM-5
• DSM-5 Criteria for ADHD
• Symptoms of DSM-5 ADHD
• Presentations of DSM-5 ADHD
• Persistence
• Age of Onset
• Pervasiveness
• Impairment
• Exclusions
• Severity
• Differential Diagnosis
• Comorbidity
• How Do I Know if It Is DSM-5 ADHD?
• Summary
• Test Yourself
• References
• Three: Assessing ADHD: Goals and Guiding Principles
• Goals
• Inclusion: Does the Child Meet Criteria for ADHD as Specified in DSM-5?
• Symptoms
• Pervasiveness
• Impairment
• Exclusion: If Current ADHD Criteria Are Met, Are There Credible Alternative Explanations for the Sym
• Guiding Principles
• Be Comprehensive
• Obtain Data from Multiple Informants, Settings, and Methods
• Multiple Informants and Settings
• Multiple Methods
• Integrate Categorical and Dimensional Approaches
• Be Sensitive to Developmental Factors
• Consider Culture and Other Contextual Factors
• Identify Strengths, Assets, and Competencies
• Adopt a Hypothesis-Testing Approach
• Summary
• Test Yourself
• References
• Four: Components of ADHD Assessment
• Sequence of Evaluation Components
• Record Review
• What Should I Review?
• When Should I Review Records?
• Interview
• What Should I Cover in My Interviews?
• Whom Should I Interview?
• Child Interview
• Parent/Caregiver Interview
• Teacher Interview
• Treatment Provider Interview
• Structured and Semi-structured Interviews
• When Should I Conduct Interviews?
• Clinical Observation
• What Should I Look For?
• When Should I Make Observations?
• Rating Scales
• How Do I Choose Rating Scales?
• When Should I Administer Rating Scales?
• Cognitive Testing
• What Areas/Skills Should I Test?
• When Should I Complete Testing?
• Summary
• Test Yourself
• References
• Five: Putting It All Together: Integrating Findings and Drawing Conclusions
• Clinical Application of the DSM-5 Criteria for ADHD
• Criterion A—Symptom Count: Are There Sufficient Symptoms for Diagnosis?
• Criterion B—Onset: Were Several Symptoms Present Before 12 Years of Age?
• Criterion C—Pervasiveness: Are Several Symptoms Present in at Least Two Settings?
• Criterion D—Impairment: Do Symptoms Interfere with or Reduce the Quality of Functioning?
• Criterion E—Exclusions: Are Symptoms Better Explained by Another Disorder?
• Differential Diagnosis and Comorbidity
• How Do I Discriminate ADHD from Other Disorders?
• Command of Child Psychopathology (Including But Not Limited to ADHD)
• Onset and Course
• Family History
• Response to Intervention (RTI)
• Common Diagnostic Challenges
• The So-Called “Normal” Condition
• Intellectual Disability (ID)
• Language Disorders
• Autism Spectrum Disorder
• Specific Learning Disorders
• Motor Disorders
• Psychotic Disorders
• Bipolar Disorders
• Depressive Disorders
• Anxiety Disorders
• Trauma- and Stressor-Related Disorders
• Disruptive, Impulse-Control, and Conduct Disorders
• Substance-Related Disorders
• Neurocognitive and Other Medical Conditions
• Other Possible Explanations
• Dealing with Discrepant Data
• Evaluating Reasons for Discrepancies
• Who Is Right?
• What Do I Do?
• Beyond Diagnosis
• Summary
• Test Yourself
• References
• Six: Illustrative Case Reports
• Psychological Evaluation
• EVALUATION PROCEDURES
• REASON FOR REFERRAL AND BACKGROUND
• Reason for Referral
• Background
• BEHAVIORAL OBSERVATIONS
• HOW TO READ THIS REPORT
• TEST RESULTS
• Attention
• Home Setting
• School Setting
• Clinic Setting
• Behavioral Screening
• Psychoeducational Assessment
• Intelligence
• Academic Achievement
• Cognitive Processes Related to Academic Functioning
• Phonological Processing
• Visual-Motor Integration
• IMPRESSIONS
• RECOMMENDATIONS
• Recommendations to Address Attention-Deficit/Hyperactivity Disorder
• General Suggestions
• Educational Setting
• Home Setting
• Suggestions to Address Oppositional Behaviors
• Recommendations to Address the Development of Reading and Spelling Skills
• Some Strategies to Assist Written Work
• Recommendations to Address Math Weaknesses
• Additional Suggestions to Address Behavioral Issues and Self-Concept
• ATTACHMENTS
• Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
• Woodcock-Johnson Psycho-Educational Battery, Third Edition, Tests of Achievement (WJ-III)
• Comprehensive Test of Phonological Processing (CTOPP)
• Developmental Test of Visual-Motor Integration (VMI)
• Formal Clinic Observation
• Conners Continuous Performance Test II V.5
• Conners, Third Edition
• ADHD Evaluation Report
• IDENTIFYING INFORMATION/REASON FOR REFERRAL
• PRESENTING PROBLEMS/CURRENT FUNCTIONING
• BACKGROUND INFORMATION
• PREVIOUS TESTING AND INTERVENTIONS
• TESTS AND PROCEDURES ADMINISTERED
• BEHAVIOR OBSERVATIONS/MENTAL STATUS
• RESULTS OF ADHD BATTERY
• Interview Data
• Symptom Rating Scales
• Continuous Performance Test (CPT)
• Diagnostic Screening
• SUMMARY AND CONCLUSIONS
• DIAGNOSIS
• RECOMMENDATIONS
• Medication trial
• Educational interventions and accommodations
• Psychoeducational evaluation
• Support, information, and advocacy groups
• Continue individual therapy
• Neuropsychological Evaluation
• REASON FOR REFERRAL
• KEY BACKGROUND INFORMATION
• VALIDITY
• TEST RESULTS
• INTERPRETATION OF RESULTS
• Medication Monitoring Results
• OVERALL IMPRESSIONS
• RECOMMENDATIONS
• REFERRALS
• Annotated Bibliography
• About the Authors
• Index