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Topics in Early Childhood Special Education
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Reviews

Systematic Review of Measures Used to Diagnose Attention-Deficit/Hyperactivity Disorder in Research on Preschool Children

KatheriNe G. Smith

Dalhousie University

Penny Corkum

Dalhousie University, penny.corkum{at}dal.ca

The diagnosis of attention-deficit/hyperactivity disorder (ADHD) in preschool children is challenging because the behavioral manifestations of the disorder are T not uncommon for many children this age. Therefore, the assessment of ADHD in preschoolers needs to be multifaceted and requires the use of a variety of assessment measures. A systematic review of the literature from 1985 through to 2005 found 38 relevant articles related to ADHD in preschool children. We extracted the assessment measures used to identify ADHD in preschoolers and categorized them into 4 core areas of measurement: standardized rating scales, structured interviews, direct observations of behavior, and direct measures of attention and hyperactivity—impulsivity. We examined quality indicators, such as symptom description, psychometric properties, and logistics, for the most frequent measures in each measurement areas. Our review of the literature highlights the need for more developmentally appropriate measures in 3 of the 4 core areas.

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Topics in Early Childhood Special Education, Vol. 27, No. 3, 164-173 (2007)
DOI: 10.1177/02711214070270030701
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