|
Diagnostic Test Instruments Used to Supplement
the Clinical Interview and Support of Functional
Limitations for Psychological, Learning, and
Attentional Deficit Disabilities
I.
Rating scales related to attention deficit
disorder(s):
| A. |
Wender Utah Rating Scale |
| |
|
1.
Brown Attention-Activation Disorder Scale
2. Beck Anxiety Inventory
3. Hamilton's Depression Rating Scale
4. Conners Teacher Rating Scale (age 3-17
years)
5. Conners Parent Rating Scale (age 3-17
years) |
II.
Neuro-psychological and psycho-educational
testing - Cognitive
and achievement profiles may suggest attention
or information processing deficits. No single
test or subtest should be used as the sole
basis for a diagnostic decision.
Acceptable instruments include, but are not
limited to:
| A. |
Aptitude/Cognitive
Ability |
| |
1. Wechsler Adult Intelligence Scale
- III (WAIS-III)
2. Woodcock-Johnson Psycho educational
Battery - Revised: Tests of Cognitive
Ability
3. Kaufman Adolescent and Adult
Intelligence Test |
|
| B. |
Academic
Achievement |
| |
1.
Scholastic Abilities Test for Adults (SATA)
2. Stanford Test of Academic Skills (TASK)
3. Woodcock-Johnson Psycho educational
Battery - Revised: Tests of Achievement
4. Wechsler Individual Achievement Test
(WIAT)
or specific achievement tests such as
5. Nelson-Denny Reading Skills Test
6. Stanford Diagnostic Mathematics Test
7. Test of Written Language - 3 (TOWL-3)
8. Woodcock Reading Mastery Tests - Revised |
| C. |
Information Processing |
| |
| 1. |
Detroit
Tests of Learning Aptitude –
3(DTLA-3) or Detroit Tests of Learning
Aptitude – Adult (DTLA-A) |
| 2. |
Information
from subtests on WAIS-R or Woodcock-Johnson
Psycho educational Battery –
Revised: Tests of Cognitive Ability,
as well as other relevant instruments,
may be useful when interpreting
within the context of other diagnostic |
| 3. |
Medical
evaluation - Medical disorders may
cause symptoms resembling ADHD.
Therefore, it may be important to
rule out the following: |
| |
a.
Neuroendocrine disorders (e.g.,
thyroid dysfunction)
b. Neurological disorders
c. Impact of medication on attention
if tried, and under what circumstances |
|
| D. |
Collateral
information - Include third party sources,
which can be helpful to determine the
presence or absence of ADHD in childhood. |
| |
1.
Description of current symptoms (e.g.,
by spouse, teachers, employer)
2. Description of childhood symptoms (e.g.,
parent)
3. Information from old school and report
cards and transcripts |
Adapted
from Educational Testing Service Disability
Guidelines for Documentation, Princeton, New
Jersey, 2001)
|
