Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

Abstract

Two key characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD), problems with attention and behavioral control, represent the most common reasons for school referrals (Barkley & Edwards, 1998). This makes it essential for school psychologists to acquire the knowledge and skills necessary to conduct a comprehensive assessment of ADHD and ADHD-related symptoms. The current article reports a critical analysis of six published behavior rating scales commonly utilized in a best practices approach to a school-based comprehensive assessment of ADHD (DuPaul & Stoner, 1994). Each of the rating scales was evaluated for strengths and limitations with regard to purpose, content, standardization, and psychometric properties. Recommendations are delineated regarding the use of each rating scale with specific target populations (i.e., culturally diverse students) as well as specific stages of assessment within a problem-solving process.

Additional information

Notes on contributors

Lisa Marie Angello

Lisa Marie Angello is a doctoral candidate in the School Psychology program at Lehigh University. She is currently completing a predoctoral internship at the University of Florida, Family Safety Behavior Analysis Initiative in Gainesville, FL. Her research and professional interests include assessment methodologies possessing treatment validity such as curriculum-based measurement and functional behavioral assessment, and delivery of psychological services through a behavioral model of consultation.

Robert J. Volpe

Robert J. Volpe is a doctoral candidate in the School Psychology Program at Lehigh University. He is currently completing a predoctoral internship at Centennial School in Bethlehem, PA. His research and professional interests include academic interventions for students with attention-deficit/hyperactivity disorder and related behavior disorders and early intervention for the prevention of behavior and academic problems.

James C. DiPerna

James Clyde DiPerna, Ph.D., is an Associate Research Scientist in the Wisconsin Center for Education Research at the University of Wisconsin-Madison. His research interests include academic and emotional competence, school-based prevention programs, and the use of technology to facilitate learning.

Sammi P. Gureasko-Moore

Sammi Gureasko-Moore is an advanced doctoral student in the School Psychology Program at Lehigh University. She is currently completing her doctoral internship at the Virginia Beach City Public Schools, in the public health track. She has extensive experience working with children and adolescents with ADHD. Currently, Mrs. Gureasko-Moore is preparing her dissertation, which will further investigate the effects of self-management interventions for adolescents with ADHD.

David P. Gureasko-Moore

David Gureasko-Moore is an advanced doctoral student in the School Psychology Program at Lehigh University. He is currently completing his doctoral internship at the Virginia Beach City Public Schools, in the gifted education track. His research interests include creating partnership between health care institutions and schools. Mr. Gureasko-Moore is completing his dissertation, which examines the role of the school psychologist in medication monitoring for students with ADHD.

Michelle R. Nebrig

Michelle Raffa Nebrig is an advanced doctoral student in the School Psychology Program at Lehigh University and is currently employed as a school psychologist in the Charlotte-Mecklenburg County, NC Schools. Her research and professional interests include school-based medication monitoring for ADHD, and active training models for teachers to prevent academic and behavior problems.

Kenji Ota

Kenji Ota is an advanced doctoral student in the School Psychology Program at Lehigh University and is currently employed as an athletic director for a private school in the Philadelphia suburbs. Mr. Ota is completing his dissertation investigating a math intervention for children with ADHD.