4. ADHD: Practical Considerations in Assessment and Diagnosis

The rapid rise in the prevalence of ADHD diagnosis and the emergence of online assessment portals raises renewed questions about the assessment and diagnosis of ADHD. In the current symposium, we will explore the role of semi-structured interviews, self-ratings, and executive control testing in the assessment and diagnosis of ADHD. We will provide a general overview of these measures and tools based on the empirical literature, as well as share our knowledge based on the presenters’ research and clinical practice. Empirical literature on the role of these measures for understanding ADHD will be reviewed, as well as research results related to the diagnostic utility of these measures in the assessment of ADHD. The role of interviews with “others” (e.g., parent, teacher, significant others) and with the client in the diagnostic assessment of ADHD will be presented, along with existing interviews and evidence of their diagnostic utility. Research on self-reported difficulties related to diagnostic considerations in ADHD and relevance of considering other comorbid conditions will also be presented. The assessment of executive control (e.g., executive functioning, working memory, sustained attention) through subjective (e.g., questionnaires) and objective (e.g., neuropsychological tests) measures and their role in the diagnosis of ADHD will also be highlighted. This symposium builds upon the session last year on the role of psychological assessment in ADHD diagnosis. We hope to engage and stimulate discussion on how clinicians are considering and currently using these measures in their practice. Abstract: The rapid rise in the prevalence of ADHD diagnosis and the emergence of online assessment portals raises renewed questions about the assessment and diagnosis of ADHD. In the current symposium, we will explore the role of semi-structured interviews, self-ratings, and executive control testing in the assessment and diagnosis of ADHD. We will provide a general overview of these measures and tools based on the empirical literature, as well as share our knowledge based on the presenters’ research and clinical practice. Empirical literature on the role of these measures for understanding ADHD will be reviewed, as well as research results related to the diagnostic utility of these measures in the assessment of ADHD. The role of interviews with “others” (e.g., parent, teacher, significant others) and with the client in the diagnostic assessment of ADHD will be presented, along with existing interviews and evidence of their diagnostic utility. Research on self-reported difficulties related to diagnostic considerations in ADHD and relevance of considering other comorbid conditions will also be presented. The assessment of executive control (e.g., executive functioning, working memory, sustained attention) through subjective (e.g., questionnaires) and objective (e.g., neuropsychological tests) measures and their role in the diagnosis of ADHD will also be highlighted. This symposium builds upon the session last year on the role of psychological assessment in ADHD diagnosis. We hope to engage and stimulate discussion on how clinicians are considering and currently using these measures in their practice.

By the end of this session, participants will be able to:

1. Consider the key components of a diagnostic assessment for ADHD. 2.
2. Review the use of interviews in the assessment of ADHD, and what interviews are available and their diagnostic utility.
3. Reflect on the diagnostic validity of self-report measures in the assessment of ADHD, and when these are appropriate to use.
4. Provide an overview of the relevance of measures of executive control (EC), including tests and rating scales, for the assessment of ADHD .

CADDRA – Canadian ADHD Resource Alliance has been approved by the College of Family Physicians, the Royal College of Physicians and Surgeons of Canada and the Canadian Psychological Association to offer 1.25 continuing education credits for this session.  CADDRA maintains responsibility for the program.

Participation in a discussion forum is required to claim full credits.