Assessment of ADHD

  • Lisa L. Weyandt
  • George J. DuPaul
Chapter

Abstract

Given the prevalence (i.e., 5 %; Pryor, Hurtado, DeAngelo, Blake, & Tran, 2010) of ADHD in the college population and legal mandates to provide services and accommodations for students with disabilities, college-based (e.g., counseling center) and community-based clinicians are increasingly called upon to conduct ADHD evaluations (Pazol & Griggins, 2012). Comprehensive psychological and educational assessment procedures are necessary to identify college students with ADHD and to ascertain those support services and/or interventions that may optimally address symptoms and functional deficits. This chapter describes the purpose and goals of assessment as well as a five-stage process for comprehensive evaluation that emphasizes a data-based decision-making approach. A multimethod assessment protocol is described including diagnostic interviews; self-report rating scales; other-report rating scales; tests of attention, impulse control, and neuropsychological functioning; archival data; and measures of academic, social, and occupational functioning. Specific challenges to the assessment process (e.g., feigning of ADHD) are addressed in detail. This chapter concludes with an illustrative case example.

Keywords

Depression Schizophrenia Assure Tempo Weinstein 

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Lisa L. Weyandt
    • 1
  • George J. DuPaul
    • 2
  1. 1.Chafee Social Science Center Department of PsychologyUniversity of Rhode IslandKingstonUSA
  2. 2.Department of Education & Human ServicesLehigh UniversityBethlehemUSA

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