Download Attention-Deficit Hyperactivity Disorder, Third Edition: A by Russell A. Barkley PhD ABPP ABCN PDF

By Russell A. Barkley PhD ABPP ABCN

This guide offers broad wisdom at the nature, prognosis, review, and therapy of ADHD. supplied are authoritative instructions for knowing and coping with the demanding situations ADHD poses to young ones, teens, and adults in a number settings. All chapters finish with elementary Key medical Points.Note: Practitioners wishing to enforce the evaluation and therapy thoughts within the instruction manual are recommended to buy the spouse Workbook, which incorporates a whole set of varieties, questionnaires, and handouts, in a large-size structure with permission to photocopy. (20080101)

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Additional info for Attention-Deficit Hyperactivity Disorder, Third Edition: A Handbook for Diagnosis and Treatment

Example text

The Creation of an ADD Syndrome Marking the beginning of this decade was the publication of DSM-III (American Psychiatric Association, 1980) and its radical reconceptualization (from that in DSM-II) of the Hyperkinetic Reaction of Childhood diagnosis to that of ADD (with or without Hyperactivity). 1. The new diagnostic criteria were noteworthy not only for their greater emphasis on inattention and impulsivity as defining features of the disorder, but also for their creation of much more specific symptom lists, an explicit numerical 20 I.

DSM-III Diagnostic Criteria for Attention Deficit Disorder with and without Hyperactivity The child displays, for his or her mental and chronological age, signs of developmentally inappropriate inattention, impulsivity, and hyperactivity. The signs must be reported by adults in the child’s environment, such as parents and teachers. Because the symptoms are typically variable, they may not be observed directly by the clinician. When the reports of teachers and parents conflict, primary consideration should be given to the teacher reports because of greater familiarity with age-appropriate norms.

These findings would also lead to the demise of the commonplace use of the Conners 10-item Hyperactivity Index to select children as hyperactive. , 1984). The laudable drive toward greater clarity, specificity, and operational defining of diagnostic criteria would continue throughout this decade. Pressure would now be exerted from experts within the field (Quay, 1988a; Rutter, 1983, 1989; Werry, 1988) to demonstrate that the symptoms of ADHD could distinguish it 1. History 23 from other childhood psychiatric disorders—a crucial test for the validity of a diagnostic entity—rather than continuing simply to demonstrate differences from nondisordered populations.

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