Attention-Deficit Hyperactivity Disorder: The Reemergence of Subtypes

Abstract

The Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) reflects several important changes related to our knowledge of children with attention-deficit hyperactivity disorder (ADHD). In particular, this classification system now recognizes three subtypes of ADHD and mandates that symptoms of ADHD result in significant impairment in two or more broad settings to meet criteria for this disorder. The current article describes the major modifications in the diagnostic criteria for ADHD reflected in the DSM-IV and summarizes research findings pertinent to these changes. In addition, the clinical utility and limitations of the DSM-IV with regard to the practice of school psychology are discussed. Included are specific suggestions to guide school psychologists in the assessment of ADHD.

Additional information

Notes on contributors

Thomas J. Power

Thomas J. Power, PhD, is Co-Director of the ADHD Program at Children's Seashore House and Clinical Assistant Professor of Clinical Psychology in Pediatrics at University of Pennsylvania School of Medicine. Research interests include interventions for students with ADHD and academic skills problems.

George J. DuPaul

George J. DuPaul, PhD, received his doctorate from the University of Rhode Island in 1985. He is currently Associate Professor of School Psychology at Lehigh University. His research interests include classroom interventions for students with ADHD.