Review of observational methods in attention deficit hyperactivity disorder (ADHD): Implications for diagnosis. Platzman, Kathleen A; Stoy, Mary R; Brown, Ronald T; Coles, Claire D; et al. School Psychology Quarterly. Vol 7(3) Fal 1992, 155-177.
Reviewed 39 empirical studies in which direct observational
methods were used to assess children in whom ADHD had been diagnosed.
Classroom studies distinguished ADHD children from comparison groups
better than laboratory studies. Behaviors that most consistently distinguished
ADHD children from comparison groups included measures of attention,
activity, and vocalization. Ways are suggested to improve the efficiency
and reliability of observational research. Recommendations are made
regarding the importance of classroom observations in the evaluation
of ADHD children.
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