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Essay / Research Paper Abstract
A 5 page paper that discusses the diagnosis of Attention Deficit Hyperactivity Disorder. The first part of the paper describes a study using a specific behavioral rating scale to differentiate ADHD from other behavior disorders. The second part of the paper discusses the use of a goal orientation model. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGadhd08.RTF
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Unformatted sample text from the term paper:
that have persisted for at least six months in more than one environmental setting (Woodard, 2006). One of the concerns regarding diagnosis is that there is no laboratory test or
imaging test that will diagnose ADHD, the diagnosis is based on history and symptoms (Woodard, 2006). Diagnosis requires a medical assessment, a psych-educational assessment, cognitive assessment and an educational assessment
(National Health and Medical Research Council, 2007). The diagnosis of ADHD is based more on observations and history than on any single diagnostic instrument. Because this is a complex disorder,
it can easily be misdiagnosed unless care is taken to distinguish the observable symptoms from other disorders in the same general category of behavior disorders. This is why multiple sources
are consulted and also why the child (or adult) needs to be observed in different environmental settings (National Health and Medical Research Council, 2007). In recent years, different behavioral rating
scales have been utilized to determine if the behaviors fit within the DSM-IVs criteria for this specific disorder. One of the behavior scales that has been used is the ACTeRS-2
(ADD-H Comprehensive Teacher Rating Scale-Second Edition), designed by Ullman, Sleator and Sprauge in 2000 (Erford and Hase, 2006). This behavior rating scale was standardized on a population of 2,362 children
in grades Kindergarten through 8 (Erford and Hase, 2006). It has 24 items that are rated on a scale of 1 to 5, almost never to almost always (Erford and
Hase, 2006). The scale provides overall scores for four factors: "Attention, Hyperactivity, Social Skills, and Oppositional" (Erford and Hase, 2006, p. 97). The scale has been found to be valid
and reliable with internal consistency ranging from .92 to .97, extremely high, and retest reliability ranging from .78 to .81, also high (Erford and Hase, 2006). Inter-rater reliability was not
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