Evaluation and assessment issues in the diagnosis of attention deficit hyperactivity disorder.
This article discusses the availability and appropriateness of various assessment techniques for diagnosing ADHD. In terms of the interview/history, the necessity and viability of using formal structured, semi structured, computerized and informal interviews for making an ADHD diagnosis are critiqued. The pros and cons of the various questionnaires frequently used to diagnose ADHD are addressed. The conundrum raised by multiple informants who often disagree is discussed, as are the effects of age and gender. The contributions of the medical and neurological examinations to the diagnosis of ADHD are considered. The utility of a neuropsychological assessment and of continuous performance testing to diagnosis is critiqued. Finally the lack of need for laboratory tests and the lack of necessity of neurological workup, specifically EEG and imaging, are argued.
Nass
Ruth D
RD
Department of Neurology, New York University School of Medicine, New York, NY 10016, USA. ruth.nass@nyu.edu
D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis* / Q000503:physiopathology; D003937:Diagnosis, Differential; D003952:Diagnostic Imaging / Q000379:methods; D004569:Electroencephalography / Q000379:methods; D005178:Faculty; D006801:Humans; D007407:Interviews as Topic / Q000379:methods; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010290:Parents; D010808:Physical Examination / Q000379:methods; D017410:Practice Guidelines as Topic; D012720:Severity of Illness Index