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ADHD in Children: Diagnosis and Assessment - Test
by Russell A. Barkley, Ph.D.

Course content © copyright 2004-2013 by Russell A. Barkley, Ph.D.. All rights reserved.

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1. The evaluation of a child with ADHD often includes: Help
Clinical interviews, medical exam, and behavior rating scales
 Psychological testing, projective drawings, child play group
 MRI scan, EEG, and blood assays
 All of the above
2. One important purpose of the evaluation apart from diagnosis ADHD is: Help
The determination of the child's ego strengths and weaknesses
 The determination of possible comorbid or coexisting disorders
 Documenting evidence that parents are largely at fault for causing ADHD
 Sorting through the myriad social and biological causes for the disorder
3. Prior to the evaluation, it is useful for the diagnosis of ADHD to: Help
Determine the child's insurance coverage
 Send out parent and teacher behavior ratings scales to be returned prior to the appointment date
 Secure all valuable possessions within the clinic
 Notify relatives of the child concerning the intent to evaluate the child
4. The behavior of the ADHD child in the clinician's office is: Help
Exceptionally helpful to establishing the diagnosis
 Likely to be unusually disruptive
 Not likely to be indicative of the child's ADHD symptoms
 Predictive of the child's behavior at school
5. During the school portion of the parental interview, it is helpful to: Help
Go through the child's school history year-by-year
 Advise parents that home schooling may be best for their child
 Determine parental resources to support private schooling
 None of the above
6. To preclude over identifying minority children as having ADHD during the parental interview, it is advisable to: Help
Screen out minority children from your clinical practice
 Use a version of the DSM-5 adapted for minority populations
 Make sure that the examiner is of the same minority status as the child
 Ask parents if the child's behavior is considered to be a problem relative to other children of the same ethnic or minority group
7. One of the adjustments made in the DSM-5 diagnostic criteria for ADHD in evaluating children compared to DSM-IV is: Help
Raising the criterion of the age of onset of symptoms of age 7-years-old in favor of onset of 12-years-old
 Applying the symptom lists only to males
 Making sure that parents and teachers agree on the precise number of symptoms
 All of the above
8. During the interview with a child, clinicians should bear in mind that: Help
Children are very reliable in reporting their ADHD and other externalizing symptoms
 Children are NOT very reliable in reporting their ADHD and other externalizing symptoms
 The child should always be interviewed with their parents present in the room
 None of the above
9. The teacher interview: Help
Is not necessary for most ADHD children
 Should always be conducted in-person at the child's school rather than by phone
 Should focus on the specific nature of the child's problems in the school environment
 Often can not be done due to clinician and teacher schedule conflicts
10. Child behavior rating scales completed by parents and teachers: Help
Are a luxury that clinicians can no longer afford under managed care
 Are an essential component of the evaluation to help establish behavioral deviance
 Are poorly normed and often give misleading results
 Are too subjective to give valid information
11. During the evaluation, it is useful to obtain information from parents about: Help
Their own ADHD and ODD symptoms
 Their marital functioning (if married or cohabiting)
 Their parenting stress and psychological functioning
 All of the above
12. The pediatric medical examination is: Help
An important component in the evaluation of a child for ADHD
 Not essential for evaluating children with ADHD
 Too expensive for most families to undertake
 None of the above

 

 

  
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