To meet criteria for ADHD there must be at least one item of the Performance set in which the child scores a 4 or 5 ie, there must be impairment, not just symptoms to meet diagnostic criteria. The second section of the scale has a set of performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem/problem- atic. These are screened by the number of positive respon- ses in each of the segments separated by the “squares.” The specific item sets and numbers of positives required for each co-morbid symptom screen set are detailed below. The initial scales also have symptom screens for 3 other comorbidities-oppositional-defiant, conduct, and anxiety/ depression. Record the number of positives in each subsegment, and a place for total score for the first 18 symptoms (just add them up). A positive response is a 2 or 3 (often, very often) (you could draw a line straight down the page and count the positive answers in each subsegment). To meet DSM-IV criteria for the diagnosis, one must have at least 6 positive responses to either the inattentive 9 or hyperactive 9 core symptoms, or both. On both the parent and teacher initial scales, the symptom assess- ment screens for symptoms that meet criteria for both inattentive (items 1–9) and hyperactive ADHD (items 10–18). The initial assessment scales, parent and teacher, have 2 components: symptom assessment and impairment in performance. Scores of 4 or 5 on Performance questions reflect problems in performance. Scores of 2 or 3 on a single Symptom question reflect often-occurring behaviors. You must take into consideration information from multiple sources. These scales should NOT be used alone to make any diagnosis. Feels lonely, unwanted, or unloved complains that “no one loves him or her” Is afraid to try new things for fear of making mistakesģ3. Is self-conscious or easily embarrassedģ1. Deliberately destroys others’ propertyģ0. Lies to obtain goods for favors or to avoid obligations (eg, “cons” others)Ģ8. Bullies, threatens, or intimidates othersĢ5. Actively defies or refuses to comply with adult’s requests or rulesĢ3. Interrupts or intrudes on others (eg, butts into conversations/games)Ģ0. Has difficulty playing or engaging in leisure activities quietlyġ8. Runs about or climbs excessively in situations in which remaining seated is expectedġ3. Leaves seat in classroom or in other situations in which remaining seated is expectedġ2. Is easily distracted by extraneous stimuliġ1. Loses things necessary for tasks or activities (school assignments, pencils, or books)Ĩ. Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effortħ. Does not follow through on instructions and fails to finish schoolwork (not due to oppositional behavior or failure to understand)Ħ. Has difficulty sustaining attention to tasks or activitiesĤ. Fails to give attention to details or makes careless mistakes in schoolworkĢ. Is self-conscious or easily embarrassedġ. Feels lonely, unwanted, or unloved complains that “no one loves him or her”Ĥ7. Blames self for problems, feels guiltyĤ5. Is afraid to try new things for fear of making mistakesĤ4. Has forced someone into sexual activityĤ2. Has stayed out at night without permissionĤ0. Has broken into someone else’s home, business, or carģ8. Has deliberately set fires to cause damageģ7. Has used a weapon that can cause serious harm (bat, knife, brick, gun)ģ6. Deliberately destroys others’ propertyģ4. Is truant from school (skips school) without permissionģ3. Lies to get out of trouble or to avoid obligations (ie, “cons” others)ģ0. Bullies, threatens, or intimidates othersĢ9. Blames others for his or her mistakes or misbehaviorsĢ4. Actively defies or refuses to go along with adults’ requests or rulesĢ3. Interrupts or intrudes in on others’ conversations and/or activitiesĢ1. Has difficulty waiting his or her turnġ8. Blurts out answers before questions have been completedġ7. Is “on the go” or often acts as if “driven by a motor”ġ6. Has difficulty playing or beginning quiet play activitiesġ4. Runs about or climbs too much when remaining seated is expectedġ3. Leaves seat when remaining seated is expectedġ2. Fidgets with hands or feet or squirms in seatġ1. Is easily distracted by noises or other stimuliġ0. Loses things necessary for tasks or activities (toys, assignments, pencils, or books)Ĩ. Avoids, dislikes, or does not want to start tasks that require ongoing mental effortħ. Has difficulty organizing tasks and activitiesĦ. Does not follow through when given directions and fails to finish activities (not due to refusal or failure to understand)ĥ. Does not seem to listen when spoken to directlyĤ. Has difficulty keeping attention to what needs to be doneģ. Does not pay attention to details or makes careless mistakes with, for example, homeworkĢ.
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