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22 - Assessment of Childhood Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder

from Part III - Assessment and Diagnosis of Specific Mental Disorders

Published online by Cambridge University Press:  06 December 2019

By
Christopher T. Barry ,
Rebecca A. Lindsey  and
Alyssa A. Neumann
Edited by
Martin Sellbom  and
Julie A. Suhr
Martin Sellbom
Affiliation:
University of Otago, New Zealand
Julie A. Suhr
Affiliation:
Ohio University
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Summary

Clinic referrals for attention-deficit/hyperactivity disorder (ADHD) and conduct problems are relatively common. Thus, utilizing evidence-based assessment approaches is particularly paramount for proper recognition of these difficulties and treatment planning. This chapter presents an overview of important considerations in clinical assessments of child behavioral difficulties, including the selection of assessment methods and informants. Importantly, research demonstrates that developmental factors (e.g., age of onset, differences in the manifestation of ADHD symptoms, and conduct problems) must be considered in the assessment process, and these issues as they relate to assessment procedures are noted. Additional areas of emphasis include the heterogeneous behaviors that fall under the umbrella of conduct problems and the need to assess for limited prosocial emotions in conjunction with evaluations for conduct disorder. A brief review of commonly used parent- and teacher-rating scales, technological advances, and cultural considerations is also provided.

Keywords

ADHDconduct problemsassessmentinformantsrating scales
Type
Chapter
Information
The Cambridge Handbook of Clinical Assessment and Diagnosis , pp. 308 - 316
Publisher: Cambridge University Press
Print publication year: 2019

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