Construct Validity and Diagnostic Utility of the Cognitive Assessment System for ADHD (original) (raw)

ADHD is one of the most common disorders of childhood with prevalence estimates ranging from 3% to 7% according to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association [APA], 2000) and the Centers for Disease Control and Prevention (2005). ADHD is a disorder that includes developmentally inappropriate impulsivity, inattention, and overactivity. Frazier, Youngstrom, Glutting, and Watkins (2007) reported on the significant impact ADHD can have on the academic and occupational achievement. School psychologists are often involved in assessments where attention problems, impulsivity, and overactivity are key features of children's learning and behavioral difficulties. Assessments for ADHD may include structured diagnostic interviews, teacher and parent report behavior rating scales, direct observations, neuropsychological tests, and cognitive tests. The American Academy of Child & Adolescent Psychiatry (2007) noted the use of structured diagnostic interviews and behavior rating scales as best practices in clinical assessment of ADHD. Cognitive ability or intelligence tests and their resulting profiles have been recommended in assessment of ADHD (