Assessments more specifically geared toward ADHD include the following assessments:
The Attention-Deficit Disorders Evaluation Scale-5-Home Version (ADDES-5-HV) (McCarney & House, 2019) includes a teacher-rating component as well (Attention-Deficit Disorders Evaluation Scale-5-School Version: ADDES-5-SV). Parents use a five-point rating scale from zero to five to rate their child's behavior. Zero means the skill is not developmentally appropriate for the child’s age, and five indicates the child engages in the behavior from one to several times per hour. There are two subscales (Inattentive and Hyperactive-Impulsive).
The teacher version is also divided into two subscales (Inattentive and Hyperactive-Impulsive) and can be completed in approximately 20 minutes. The same 5-point rating scale is used. the purpose of this test is to screen students with problems of hyperactivity and attention (McLoughlin & Lewis, 2007).
The Test of Variables of Attention, Version 9 (TOVA-9) (Leark et al., 2017) is designed to screen children and adults for Attention Deficit Disorder. It is applicable for anyone over four years of age. This computerized assessment tool uses the visual CPT (Continuous Performance Test) to assess sustained attention. A classroom behavior scale must accompany the TOVA. The TOVA requires the person to press a switch whenever a "correct" stimulus appears on the screen. The outcome variables include: inattention (errors of omission); impulsivity (errors of commission); reaction time; variability; post-commission reaction time; and anticipatory and multiple responses.
There is an auditory version of this test; the TOVA-A is designed for those who have auditory difficulties or who are visually impaired. Instead of visual stimuli, two audible tones are used in the TOVA-A. Both scales may be used to identify the person's response to medication as well as to determine the optimal dosage. In addition, the TOVA permits the clinician to monitor the long-term effects of medication. The TOVA takes 15–30 minutes to complete.
The Attention-Deficit/Hyperactivity Disorder Test Second Edition (ADHDT-2) (Gilliam, 2015) is specifically designed to assess ADHD and takes 3–5 minutes to administer. The age range for this test is 5–17 years, with separate norms for males and females. Teachers, parents, and others who are familiar with the referred person complete the ADHDT. This test is based on the diagnostic criteria outlined in the DSM-IV for ADHD. The ADHDT is composed of 33 items. Two subscales that represent Inattention and Hyperactivity/Impulsivity are included.
The Behavior Assessment System for Children (BASC-3) (Reynolds et al., 2015) is a set of self-report forms for 6-year-olds–college age permitting description of one's behaviors, emotions and thoughts in home, school, and community settings. The BASC-3 also has Teacher and Parent Rating Scales for ages 2–5 (preschool), 6–11 (child), and 12–21 (adolescent) to measure behaviors in the preschool or school settings (Teacher) and in community and home settings (Parent). The BASC-3 helps in the understanding of the behaviors and emotions of children and adolescents so that effective treatment can be provided to allow for the establishment of positive relationships and success in school.
In addition, the authors took measures to make the scale sensitive to other cultures. The BASC-3 provides assessment of both adaptive and problematic behaviors as well as of behaviors related to ADHD. The BASC-3 provides three assessment scales--Teacher, Parent, and Self-Report. The use of the Structured Developmental History permits the identification of potential problems before they become disorders, and also identifies whether the problem is acute or chronic. Completion time takes 10–20 minutes (Teacher and Parent Report Scales) and 30 minutes (Self-Report Scale).
The Student Observation System (SOS) of the BASC-3 is an objective form for a direct 15-minute observation of classroom behavior. The SOS may be used to aid in diagnosis, treatment planning, and monitoring the effects of treatment. The SOS permits the assessment of the effectiveness of any behavioral, educational or other interventions. In addition, there are several separate scales that assess hyperactivity and attention problems.
The ADD-H Comprehensive Teacher Rating Scale (ACTeRS-2nd edition) (Ullmann, Sleator, & Sprague, 1991) is a teacher-completed scale. It is designed to assess four symptom groups:
The ACTeRS is designed for students in grades K-8 who exhibit ADHD-like behaviors. The scale may be administered several times a day. The reason for administering the scale so frequently is to assess the child's behavior, especially as the medication effects begin to diminish. An elevation of scores on the various subscales indicates the areas in which the child is having the most difficulty throughout the day. In sum, the ACTeRS differentiates between children with and without ADHD, and is sensitive to treatment effects across time.
In addition, the School Situations Questionnaire-Revised (SSQ-R) (DuPaul & Barkley, 1992) and the Home Situations Questionnaire (HSQ) (Barkley, 1990b) should be completed to determine the behavior and attention problems across settings. Given the social nature of schools, it may be appropriate to have the teacher evaluate the child's social skills. Rating scales appropriate for this task include:
The fact that teachers and parents responding to rating scales may be biased in their observations, as well as the limitations inherent in the scales themselves, strongly indicate that additional sources of information are required (Barkley, 1988b). A potentially less-biased approach is direct observation of the child's behavior in the school, clinic and/or home.