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School-Based Assessment of Attention Deficit-Hyperactivity Disorder

Marc S. Atkins received his PhD in clinical psychology from Florida State University in 1985. He is currently an assistant professor of psychology in pediatrics and psychiatry at the University of Pennsylvania School of Medicine. Address: Marc Atkins, Department of Pediatrics, Division of Pediatric Psychology, Children's Hospital of Philadelphia and Children's Seashore House, 3405 Civic Center Blvd., Philadelphia, PA 19104

William E. Pelham

William E. Pelham received his PhD in clinical psychology from the University of New York at Stony Brook in 1976. He is currently an associate professor of psychiatry at Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, where he also directs the Attention Deficit Disorder Program.

Schools are uniquely situated to provide information relevant to the assessment and treatment of Attention Deficit-Hyperactivity Disorder (ADHD) across a variety of tasks, settings, and observers. The importance of the school setting to the assessment and treatment of ADHD has resulted in the development of numerous measures appropriate for such assessment, but few guidelines for their use. The purpose of this article is to describe school-based assessment procedures and their relationship to ADHD. These procedures include teacher rating measures, direct observations in classrooms and on playgrounds, peer rating and sociometric measures, and permanent product measures such as academic performance. It is recommended that school-based assessment of ADHD involve the concurrent use of multiple measures to assess adequately the wide variety of symptoms associated with this disorder. It is further recommended that assessment serve the purpose of determining treatment efficacy to avoid unwarranted preoccupation with diagnostic issues that are as yet unresolved. The components of a comprehensive school-based assessment of ADHD are described, and their relationship to school-based treatment is discussed.

Journal of Learning Disabilities, Vol. 24, No. 4, 197-204 (1991)
DOI: 10.1177/002221949102400403


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