Differential diagnosis and treatment of children with Attention-Deficit/Hyp
eractivity Disorder (ADHD) remains difficult and controversial, particularl
y when children present with concomitant academic and behavior problems. De
scribing a sample of 184 children referred for evaluation in a university-a
ffiliated outpatient pediatric clinic, this study subsequently examined the
discriminant validity, of the Conners' parent and teacher rating scales fo
r ADHD subtypes with and without comorbid conditions. Although discriminant
analyses suggest several Conners' subscales help differentiate subtypes, m
ultimethod evaluations using a variety of data sources are necessary for ac
curate identification and classification of the disorder with and without c
omorbid conditions.