Evidence-Based Assessment of Attention Deficit Hyperactivity Disorder in Children and Adolescents

By William E. Pelham, Jr., Gregory Fabiano, Greta M. Massetti. Journal of Clinical Child & Adolescent Psychology, 2005

812 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/08ff7b613099762c4e2c22c13503f460bb868aaa

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

Educational Accommodations for Students With Behavioral Challenges (2013, methodology): “Pelham et al. (2011) evaluated the impact of extratask stimulation in the form of video and music stimuli as distracters on the behavior and academic productivity of 41 nineyear-olds diagnosed with ADHD compared with that of 26 students not diagnosed with ADHD.”
Concurrent Validity and Informant Agreement of the ADHD Module of the Anxiety Disorders Interview Schedule for DSM-IV (2007, methodology): “Although rating scales and structured diagnostic interviews are frequently used in the diagnosis of ADHD (Biederman, Keenan, & Faraone, 1990; Pelham, Fabiano, & Massetti, 2005 ), they do not allow for clinical inquiry into the nature and severity of the disorder being evaluated.”
Academic and Social Impairments of Elementary School Children With Attention Deficit Hyperactivity Disorder (2011, background): “These findings underscore the importance of assessing other co-occurring problems as additional peripheral features of ADHD (Pelham et al., 2005).”
Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card (2010, methodology): “During this meeting, consultants and teachers used the IEP and any other related information to construct an individualized target behavior evaluation (ITBE; Pelham et al., 2005).”
Clinical guide to the evidence-based assessment approach to diagnosis and treatment (2015, background): “With ADHD, daily report cards would be another example (Pelham et al., 2005).”
The MTA at 8 Years: Prospective Follow-Up of Children Treated for Combined Type ADHD in a Multisite Study (2009, result): “Our results also lend some support to the idea that indicators of functioning (beyond symptoms) may be crucial, if not more important than measurement of symptoms, in the design and study of treatments for ADHD.41 , 42 Direct measurements of academic performance in school (specifically, grades earne”