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.

Abstract:

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.