Assessing ADHD across settings: Contributions of behavioral assessment to categorical decision making

Adapted methods of behavioral assessment to assess home and school function ing in a way that maps directly to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., (DSM-IV); American Psychiatric Association, 199 4). The study was conducted in a school-based sample with 5- to 12-year-old children referred to a school intervention team. A multigate set of proced ures was used to assign children to one of 3 groups: attention deficit hype ractivity disorder (ADHD), inattentive group; ADHD, combined group; and a n on-ADHD control group. The ADHD Rating Scale-IV was used to assess parent a nd teacher ratings of ADHD symptoms as delineated in DSM-IV. The findings s uggest that the use of a fixed cutoff point (i.e., 6 or more symptoms), whi ch is employed in the DSM-IV, is often not the best strategy for making dia gnostic decisions. The optimal approach depends on whether diagnostic infor mation is being provided by the parent or teacher and whether the purpose o f assessment is to conduct a screening or a diagnostic evaluation. Also, th e results indicate that a strategy that aggregates symptoms in the order in which they are accurate in predicting a diagnosis of ADHD is a more effect ive strategy than the approach used in DSM-IV, which aggregates any combina tion of a specific number of items. Implications for using methods of behav ioral assessment to make diagnostic decisions using DSM-IV criteria are dis cussed.