LEADER 03879oam 22006254a 450 001 9910779963103321 005 20231010211436.0 010 $a1-280-19999-7 010 $a9786610199990 010 $a0-306-47512-X 024 7 $a10.1007/b107832 035 $a(CKB)111056485439652 035 $a(EBL)3035639 035 $a(SSID)ssj0000106644 035 $a(PQKBManifestationID)11138475 035 $a(PQKBTitleCode)TC0000106644 035 $a(PQKBWorkID)10110192 035 $a(PQKB)11245090 035 $a(DE-He213)978-0-306-47512-2 035 $a(Au-PeEL)EBL3035639 035 $a(CaPaEBR)ebr10052643 035 $a(CaONFJC)MIL19999 035 $a(OCoLC)923696172 035 $a(MiAaPQ)EBC3035639 035 $a(EXLCZ)99111056485439652 100 $a20000928d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAssessing attention-deficit/hyperactivity disorder /$fArthur D. Anastopoulos and Terri L. Shelton 205 $a1st ed. 2001. 210 $aNew York $cKluwer Academic/Plenum Publishers$dc2001 215 $a1 online resource (xvi, 349 pages) 225 1 $aTopics in Social Psychiatry 311 0 $a0-306-46388-1 320 $aIncludes bibliographical references (p. 259-280) and indexes. 327 $aDiagnostic Criteria: A Historical Perspective -- Primary Characteristics and Associated Features -- Implications for Assessment -- Assessment Procedures -- Establishing a Diagnosis -- Planning Treatment -- Providing Feedback -- Assessing Treatment Outcome. 330 $aOver the past two decades, the assessment of Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a sophisticated balance of science and clinical judgement essential for arriving at reliable and valid diagnostic de- sions. Because of the precarious mix of clinical and empirical skill needed to evaluate children with this disorder, diagnostic practice in this area has been found wanting by many critics. In fact, a 1998 National Institutes of Health consensus panel concluded that ?existing diagnostic treatment practices ? point to the need for improved awareness by the health service sector conce- ing an appropriate assessment, treatment, and follow-up. A more consistent set of diagnostic procedures and practice guidelines is of utmost importance? (p. 21). Drs. Arthur D. Anastopoulos and Terri L. Shelton have designed a book that addresses this need. A number of themes are highlighted throughout the text. Perhaps the most important is that the assessment guidelines set forth in this book represent a balance between science and practice. The authors account for the realities of clinical practice in an age of managed care while challenging clinicians to heed the lessons of empirical research. Although the use of empirically based asse- ment procedures may at times fly in the face of cost constraints (e. g. , systematic evaluation of medication effects), the authors present a strong argument for them. Further, they call upon their vast clinical experience to provide concrete suggestions for translating research findings into effective evaluations. 410 0$aTopics in Social Psychiatry 606 $aAttention-deficit hyperactivity disorder$xDiagnosis 606 $aAttention-deficit hyperactivity disorder$xTreatment$xEvaluation 615 0$aAttention-deficit hyperactivity disorder$xDiagnosis. 615 0$aAttention-deficit hyperactivity disorder$xTreatment$xEvaluation. 676 $a618.92/8589 700 $aAnastopoulos$b Arthur D.$f1954-$0984206 701 $aShelton$b Terri L$01548232 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779963103321 996 $aAssessing attention-deficit$93805085 997 $aUNINA