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.
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Useful to seasoned practitioners and for parents of an AD/HD child, this invaluable volume is also an excellent source of information for upper-division undergraduate students and above studying in the fields of psychology, counseling, and education.
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Choice, 39:3
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Drawing on their rich background of clinical experience and scientific empiricism, Drs Anastopoulos and Shelton have provided all clinicians working with attention-deficit/hyperactivity disorder (ADHD) a gold standard reference for assessment and treatment. Emphasis is placed on scientific validity in making the diagnosis and in using a multimethod approach for treatment.
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Archives of Pediatrics & Adolescent Medicine, 156:1
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...we are happy to report that
Assessing
Attention-Deficit/Hyperactivity Disorder
by Anastopoulos and Shelton makes a major contribution to a field awash in myths, critics, skeptics, pariahs, personal agendas, and pseudoscience. With so many books aimed at the lowest common denominator, this work stands far above the crowd. ... The authors have immense clinical experience and an excellent track record of publication in academic journals. The book is thorough to a fault and provides critical analyses of the measures it endorses. Clinical vignettes are well chosen and keep the work from reading like a textbook. ...Anastopoulos and Shelton have made an important contribution by reviewing the existing methods and giving clear guidance. We commend them for taking on such a project and succeeding so admirably. Thanks to this book, more children with ADHD will be identified appropriately and treated properly, and less overdiagnosing or misdiagnosing will occur.
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The New England Journal of Medicine, 345:13
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Researchers and clinicians cannot afford to not have this text on their shelves. It represents the very best of what we know and can do today to evaluate, treat and hopefully direct to better the lives of children with Attention-Deficit/Hyperactivity Disorder
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Journal of Attention Disorder, 5:2 (2001)
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ISBN-13
978-0-306-47512-2 (9780306475122)
DOI
Schweitzer Klassifikation
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.
