Hostname: page-component-7c8c6479df-p566r Total loading time: 0 Render date: 2024-03-28T15:17:09.754Z Has data issue: false hasContentIssue false

Multi-disciplinary assessment of attention-deficit hyperactivity disorder: a tertiary assessment package

Published online by Cambridge University Press:  02 January 2018

H. Kat*
Affiliation:
Leicestershire Child and Family Psychiatric Service, Westcotes House, Westcotes Drive, Leicester LE3 0QU
Clay Frake
Affiliation:
Leicestershire Child and Family Psychiatric Service, Westcotes House, Westcotes Drive, Leicester LE3 0QU
Rebecca Sawtell
Affiliation:
Leicestershire Child and Family Psychiatric Service, Westcotes House, Westcotes Drive, Leicester LE3 0QU
*
Correspondence
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Aims and method

A tertiary assessment package was set up for the more equivocal cases of attention-deficit hyperactivity disorder (ADHD) who present with problems of inattention, impulsivity and overactivity. The structure of the three-day package was discussed, with an analysis of our experience in assessing 12 children using the pilot project. The package and Its use in clinical practice are presented.

Results

The pilot project described can be modified into a two-day package.

Clinical implications

Assessment of ADHD conducted in multiple settings inherently has many advantages over single clinic assessment. We suggest that such an assessment protocol can be conducted cost effectively.

Type
Original Papers
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © 1999 The Royal College of Psychiatrists

References

American Psychiatric Association (1987) Diagnostic and Statistical Manual of Mental Disorders (3rd edn, rev) (DSM–III–R). Washington, DC: American Psychiatric Association.Google Scholar
American Academy of Child and Adolescent Psychiatry (1997) AACAP Official Action: practice parameters for the assessment and treatment of children, adolescents and adults with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 36 (suppl.), 85 121.CrossRefGoogle Scholar
Barkley, R. A. (1981) Hyperactive Children: a Handbook for Diagnosis and Treatment. New York: Guilford Press.Google Scholar
Barkley, R. A. (1990) Attention Deficit Hyperactivity Disorder: a Handbook for Diagnosis and Treatment (2nd edn). New York: Guilford Press.Google Scholar
Conners, C. K. (1969) A teacher rating scale for use in drug studies with children. American Journal of Psychiatry, 126, 884 888.Google Scholar
Conners, C. K. (1985) Rating scales for use in drug studies with children. Psychopharmacology Bulletin, 21, 809 843.Google Scholar
Davison, I. S. (1996) Innovation and efficacy: the challenges of a new children's resource. Child Psychology and Psychiatry Review, 1, 26 30.Google Scholar
Gillberg, C., Carlstrom, G. & Rasmussen, P. (1983) Hyperkinetic disorders in children with perceptional, motor and attentional deficits. Journal of Child Psychology and Psychiatry, 24, 233 246.CrossRefGoogle Scholar
Gordon, M. (1995) How to Operate an ADHD Clinic or Sub-Speciality Practice. New York: GSI Publications.Google Scholar
Goyette, C. H., Conners, C. K. & Ulrich, R. F. (1978) Normative data on revised Conners Parent and Teacher rating scales. Journal of Abnormal Child Psychology, 6, 221 236.Google Scholar
Sandberg, S. (1996) Hyperkinetic or attention deficit disorder. British Journal of Psychiatry, 169, 10 17.Google Scholar
Teeter, P. A. & Semrud-Clikeman, M. (1995) Integrating neurobiological, psychosocial, and behavioural paradigms: a transactional model for the study of ADHD. Archives of Clinical Neuropsychology, 10, 433 461.Google Scholar
Submit a response

eLetters

No eLetters have been published for this article.