ADHD Rating Scale IV: Checklists Norms & Clinical Interpretation

The ADHD Rating Scale-IV is a reliable and easy-to-administer instrument both for diagnosing ADHD in children and adolescents and for assessing treatment response. Containing 18 items, the scale is linked directly to DSM-IV diagnostic criteria for ADHD. This convenient 8" x 11" lay-flat manual provides three versions of the scale: a parent questionnaire on home behaviors (English), a parent questionnaire on home behaviors (Spanish), and a teacher questionnaire on classroom behaviors. Pages are formatted for easy photocopying, and permission to reproduce the scale as often as needed is included in the purchase price. This manual also incorporates the following essential features that never before have been published in full: * Information on the scale's development and how to use it * Scoring profiles for boys and girls aged 5-17 * Nationally representative norms for both parent and teacher ratings * Factor analysis data and findings on reliability and validity * Clinical interpretation guidelines for screening and and diagnosis * Clinical interpretation guidelines for treatment evaluation NOTE ABOUT PHOTOCOPY RIGHTS: The publisher grants individual book purchasers nonassignable permission to reproduce the rating scale in this book for clinical use with their clients. For details and limitations, see copyright page.

Table of Contents:
Introduction to ADHD Rating Scales. Factor Analysis. Standardization and Normative Data. Reliability and Validity. Interpretation and Use of Scales for Diagnostic and Screening Purposes. Interpretation and Use of Scales for Evaluating Treatment Outcome. Appendix: Rating Scales And Scoring Sheets. ADHD Rating Scale-IV: Home Version. ADHD Rating Scale-IV: Home Version (Spanish). Scoring Summary Sheet (Boys). Scoring Summary Sheet (Girls). ADHD Rating Scale-IV: School Version Scoring Summary Sheet (Boys). Scoring Summary Sheet (Girls).

About the Author :
George J. DuPaul, PhD, School Psychology Program, Lehigh University, Bethlehem, PA Thomas J. Power, PhD, Department of Pediatric Psychology, Children's Seashore House, Philadelphia, PA Arthur D. Anastopoulos, PhD, Department of Psychology, University of North Carolina, Greensboro, NC Robert Reid, PhD, Department of Special Education, University of Nebraska, Lincoln, NE

Review :
"At Massachusetts General Hospital, we have found the ADHD Rating Scale to be extremely helpful in assessing ADHD and monitoring treatment. The scale has several advantages, including close correspondence to diagnostic criteria and relative freedom from contamination by symptoms of other disorders. DuPaul and his colleagues are to be commended for their rigorous efforts at establishing the psychometric properties of the scale and establishing standardized norms by gender and age for both parent and teacher versions." --Thomas Spencer, MD, Pediatric Psychopharmacology Clinic, Massachusetts General Hospital, Harvard Medical School "Psychologists working with children with ADHD need reliable and valid assessment tools to develop the best intervention programs. The ADHD Rating Scale- IV promises to provide the quality psychometric properties that will lead not only to correct diagnosis, but also to options for treatment in community and school settings. I strongly recommend this timely and important scale." --Thomas R. Kratochwill, PhD, Professor, School Psychology Program, Director, Educational & Psychological Training Center, University of Wisconson-Madison "DuPaul and colleagues have compiled an impressive array of data on the utility of the ADHD Rating Scale-IV. Their systematic inclusion of predictive validity statistics (sensitivity, specificity, positive predictive power, negative predictive power) for the Scale is quite helpful for investigators and clinicians. The clear definitions of these terms, and their applicability to clinical decision making, are highlights of the work. Most impressive are the relatively high negative predictive power figures for the Scales, meaning that clinicians may be able to effectively rule out ADHD in certain settings --an important clinical goal." --Stephen P. Hinshaw, PhD, Professor of Psychology; Director, Clinical Psychology Training Program, University of California, Berkeley