Download Assessing Attention-Deficit/Hyperactivity Disorder (Topics by Arthur D. Anastopoulos, Terri L. Shelton PDF

By Arthur D. Anastopoulos, Terri L. Shelton

This quantity presents baby health and wellbeing care execs and educators with a complete set of empirically-driven, process-oriented instructions for assessing young ones and kids who express signs of Attention-Deficit/Hyperactivity sickness (AD/HD). * deals instructions for accomplishing an AD/HD evaluate;
* encompasses a unique description of the defining beneficial properties of AD/HD;
* Comprehensively discusses how AD/HD and its linked positive factors spread around the existence span;
* provides an in-depth critique of varied overview systems.
Assessing Attention-Deficit/Hyperactivity Disorder steers the reader throughout the means of picking out measures and achieving actual AD/HD diagnoses. The textual content additionally reports the method of translating evaluate facts into therapy innovations, giving suggestions to little ones and households, and comparing therapy efficacy.

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Additional resources for Assessing Attention-Deficit/Hyperactivity Disorder (Topics in Social Psychiatry)

Sample text

When this last situation arises, it is often at least partly related to differences in class size, amount of adult supervision, or both. This helps to explain why regular-education teachers are more likely to observe AD/HD symptoms in a class of 25 students than are special-education teachers, who often receive assistance from an aide in a classroom with substantially fewer (usually 8-10) students. ETIOLOGY Dating back to Still’s 1902 account, there has been a tremendous amount of public and scientific interest in the causes of AD/HD.

According to one mother, “all hell broke loose” when her son learned how to walk. Another parent recalled that her daughter had on many occasions jumped out of her crib in a daredevil fashion, long before she even knew how to walk. The toddler of another family used to open drawers to climb on top of dressers and counters. Additional problems with hyperactivity can occur in day care or preschool settings, where the child with AD/HD cannot sit in one place for circle time, lie down on a mat for the duration of rest time, or refrain from running when asked to walk in line.

The arrival of DSM-II (APA, 1968) afforded the first real opportunity for this through its presentation of Hyperkinetic Reaction of Childhood. This commitment to diagnostic uniformity has since gained widespread acceptance; most professionals now use uniform diagnostic language in their descriptions of AD/HD. The second trend pertains to how this disorder has been labeled. With the exception of Still’s account, most early names for this condition, such as postencephalitic behavior disorder (Hohman, 1922), reflected its presumed etiology.

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