Assessing attention-deficit/hyperactivity disorder / Arthur D. Anastopoulos and Terri L. Shelton.

Format:

Book

Author/Creator:

Anastopoulos, Arthur D., 1954-

Contributor:

Shelton, Terri L.

Series:

Topics in Social Psychiatry

Language:

English

Subjects (All):

Attention-deficit hyperactivity disorder--Diagnosis.

Attention-deficit hyperactivity disorder.

Attention-deficit hyperactivity disorder--Treatment--Evaluation.

Physical Description:

1 online resource (xvi, 349 pages)

Edition:

1st ed. 2001.

Place of Publication:

New York : Kluwer Academic/Plenum Publishers, c2001.

Language Note:

English

Summary:

Over the past two decades, the assessment of Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a sophisticated balance of science and clinical judgement essential for arriving at reliable and valid diagnostic de- sions. Because of the precarious mix of clinical and empirical skill needed to evaluate children with this disorder, diagnostic practice in this area has been found wanting by many critics. In fact, a 1998 National Institutes of Health consensus panel concluded that “existing diagnostic treatment practices … point to the need for improved awareness by the health service sector conce- ing an appropriate assessment, treatment, and follow-up. A more consistent set of diagnostic procedures and practice guidelines is of utmost importance” (p. 21). Drs. Arthur D. Anastopoulos and Terri L. Shelton have designed a book that addresses this need. A number of themes are highlighted throughout the text. Perhaps the most important is that the assessment guidelines set forth in this book represent a balance between science and practice. The authors account for the realities of clinical practice in an age of managed care while challenging clinicians to heed the lessons of empirical research. Although the use of empirically based asse- ment procedures may at times fly in the face of cost constraints (e. g. , systematic evaluation of medication effects), the authors present a strong argument for them. Further, they call upon their vast clinical experience to provide concrete suggestions for translating research findings into effective evaluations.

Contents:

Diagnostic Criteria: A Historical Perspective

Primary Characteristics and Associated Features

Implications for Assessment

Assessment Procedures

Establishing a Diagnosis

Planning Treatment

Providing Feedback

Assessing Treatment Outcome.

Notes:

Description based upon print version of record.

Includes bibliographical references (p. 259-280) and indexes.

ISBN:

1-280-19999-7

9786610199990

0-306-47512-X

OCLC:

923696172