One notable feature of the Fourth Edition is the change from previous versions of the scale in terms of parallel criteria from the DSM-IV. According to Lindskog (1998), “The authors used both exploratory and confirmatory factor analysis with national populations in excess of 4,000 to determine if 'these scales would conform to the bidimensional structure of the diagnostic criteria' (manual, p. 5) for both the Home and School scales, and concluded that the scale items align with both a one- or two-factor (IA, ...
... middle of paper ...
...nt the instrument. In addition, the instrument is easy to score, which may be of use to teachers and parents as well as in a clinical setting. Also of note is the idea that the alignment of the DSM-IV criteria may not be entirely relevant to the school setting because many children with attention problems do well in the school setting. In conclusion, use of the results from the ADHD Rating Scale-IV to diagnose ADHD should be done only in conjunction with observation by multiple sources, familiarity with the child’s behavior in a variety of settings, and with caution against making biased identifications.
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale-IV. Retrieved from EBSCOhost.
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