Assessments more specifically geared toward ADHD include the following assessments:
The Attention-Deficit Disorders Evaluation Scale-3-Home Version (ADDES-3-HV) (McCarney & Arthaud, 2004) includes a teacher-rating component as well (Attention-Deficit Disorders Evaluation Scale-2-School Version: ADDES-3-SV). Parents use a five-point rating scale from zero to four to rate their child's behavior. Zero means their child does not engage in the behavior, and four indicates the child engages in the behavior from one to several times per hour.
The teacher version is also divided into three subscales and can be completed in 15 to 20 minutes; the purpose of this test is to screen students with problems of hyperactivity and attention (McLoughlin & Lewis, 2007).
The Test of Variables of Attention (TOVA) (Leark, Greenberg, Kinschi, Dupuy, & Hughes, 2007) is designed to screen children and adults for Attention Deficit Disorder. It is applicable for anyone over four years of age. This computerized assessment tool uses the visual CPT (Continuous Performance Test) to assess sustained attention. A classroom behavior scale must accompany the TOVA. The TOVA requires the person to press a switch whenever a "correct" stimulus appears on the screen. The outcome variables include: inattention (errors of omission); impulsivity (errors of commission); reaction time; variability; post-commission reaction time; and anticipatory and multiple responses.
There is an auditory version of this test; the TOVA-A is designed for those who have auditory difficulties or who are visually impaired. Instead of visual stimuli, two audible tones are used in the TOVA-A. Both scales may be used to identify the person's response to medication as well as to determine the optimal dosage. In addition, the TOVA permits the clinician to monitor the long-term effects of medication.
The Attention-Deficit/Hyperactivity Disorder Test (ADHDT) (Gilliam, 1995) is specifically designed to assess ADHD. The age range for this test is 3-23 years with separate norms for males and females. Teachers, parents and others who are familiar with the referred person complete the ADHDT. This test is based on the diagnostic criteria outlined in the DSM-IV for ADHD. The ADHDT is composed of 36 items. Three subtests that represent impulsivity, inattention and hyperactivity are included.
The Children's Attention and Adjustment Survey (CAAS) (Lambert, Hartsough, & Sandoval, 1990) is used with children between 5-13 years of age. The CAAS is a 31-item survey designed to identify behavior problems in children with ADHD. Two forms are used to observe the child's behavior both at school and at home. The parents or guardians complete the home form. The teacher or other school professional familiar with the student completes the school form.
The CAAS has four scales, so its results permit more focused interventions. The scales are inattentiveness, impulsivity, hyperactivity, and conduct problems/aggressiveness. The following combinations are also provided: ADD (inattention + impulsivity), ADHD (ADD + hyperactivity), and DSM III-R ADHD (follows DSM III-R criteria, which is now a limitation, according to the DSM-IV). The CAAS, given at childhood, predicts hyperactivity during adolescence and correlates with several outcome variables at adolescence (e.g., depression, drug use and dropping out of school).
The Behavior Assessment System for Children (BASC-2) (Kamphaus & Reynolds, 2009) is a set of self-report forms for 6-18 year olds permitting description of one's behaviors, emotions and thoughts in home, school and community settings. This scale differentiates between the two clusters of behaviors identified by factor-analytic methods and used by the DSM-IV TR --attention problems and hyperactivity.
In addition, the authors took measures to make the scale sensitive to other cultures. The BASC-2 provides assessment of both adaptive and problematic behaviors as well as of behaviors related to ADHD. The BASC-2 provides three assessment scales--Teacher, Parent, and Self-Report. The use of the Structured Developmental History permits the identification of potential problems before they become disorders, and also identifies whether the problem is acute or chronic.
The Student Observation System (SOS) is an objective form for direct observation of classroom behavior. The SOS permits the assessment of the effectiveness of any behavioral, educational or other interventions. In addition, there are several separate scales that assess hyperactivity and attention problems.
The ADD-H Comprehensive Teacher Rating Scale (ACTeRS-2nd edition) (Ullmann, Sleator, & Sprague, 1991) is a teacher-completed scale. It is designed to assess four symptom groups:
The ACTeRS is designed for students in grades K-8 who exhibit ADHD-like behaviors. The scale may be administered several times a day. The reason for administering the scale so frequently is to assess the child's behavior, especially as the medication effects begin to diminish. An elevation of scores on the various subscales indicates the areas in which the child is having the most difficulty throughout the day. In sum, the ACTeRS differentiates between children with and without ADHD, and is sensitive to treatment effects across time.
In addition, the School Situations Questionnaire-Revised (SSQ-R) (DuPaul & Barkley, 1992) and the Home Situations Questionnaire (HSQ) (Barkley, 1990b) should be completed to determine the behavior and attention problems across settings. Given the social nature of schools, it may be appropriate to have the teacher evaluate the child's social skills. Rating scales appropriate for this task include:
The fact that teachers and parents responding to rating scales may be biased in their observations, as well as the limitations inherent in the scales themselves, strongly indicate that additional sources of information are required (Barkley, 1988b). A potentially less-biased approach is direct observation of the child's behavior in the school, clinic and/or home.