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

Course content © copyright 2004-2015 by Russell A. Barkley, Ph.D., ABPP. 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 of 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. Besides determining the possible presence of a diagnosis of ADHD in a child, the second purpose of the evaluation is to: Help
Determine the child's favorite activities.
 Delineate the types of interventions needed to address the disorders present.
 Ensure that the child is being well fed, clothed and housed.
 None of the above
4. 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.
5. In advance of the interview, it is useful to obtain which of these types of information about the child? Help
A packet of questionnaires about ADHD sent to parents
 A packet of questionnaires about ADHD sent to teachers
 Prior medical, health, and educational records, if available
 All of the above
6. Obtaining parent self-reports of their own psychological adjustment should be done: Help
Before the appointment date, along with teacher rating scales.
 On the appointment date, after explaining the rationale for doing so.
 After the appointment date and feedback session.
 Never, because it is intrusive and unhelpful.
7. 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.
8. A major purpose of the parental interview is to: Help
Formulate a diagnosis and develop a treatment plan.
 Document the school district in which the child resides.
 Determine that the child is a legal resident of the U.S.
 None of the above
9. 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
10. 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.
11. Oppositional defiant disorder can be distinguished from ADHD through differential diagnosis by which of the following? Help
Lacks impulsive, disinhibited behavior
 Able to cooperate and complete requests from others than the parent
 Lacks neuromatural delays
 All of the above
12. ADHD can be difficult to differentiate from juvenile onset mania or Bipolar I disorder because both include as features of their disorder: Help
Depressed mood.
 Hypersexuality.
 Grandiosity of ideas.
 None of the above
13. 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
14. 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
15. 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.
16. Child behavior rating scales completed by parents and teachers are: Help
A luxury that clinicians can no longer afford under managed care.
 An essential component of the evaluation to help establish behavioral deviance.
 Poorly normed and often give misleading results.
 Too subjective to give valid information.
17. During the evaluation, it is useful to obtain information from parents about their: Help
Own ADHD and ODD symptoms.
 Marital functioning (if married or cohabiting).
 Parenting stress and psychological functioning.
 All of the above
18. 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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