Assessing Attention-Deficit/Hyperactivity Disorder - Anastopoulos, Arthur D.

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Résumé :
Over 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.

Biographie:
Arthur D. Anastopoulos, Ph.D., promovierte in klinischer Psychologie an der Purdue University und ist derzeit Professor in der Abteilung f?r menschliche Entwicklung und Familienstudien an der University of North Carolina Greensboro, wo er auch eine ADHS-Klinik leitet. W?hrend seiner gesamten Laufbahn hat Dr. Anastopoulos klinische und Forschungsinteressen im Bereich der Bewertung und Behandlung von Aufmerksamkeitsdefizit-/Hyperaktivit?tsst?rungen ?ber die gesamte Lebensspanne hinweg verfolgt, wobei sein derzeitiger Schwerpunkt auf jungen Erwachsenen mit ADHS liegt, die das College besuchen.Dr. Joshua M. Langberg promovierte an der University of South Carolina im Bereich klinische Psychologie/Gemeindepsychologie. Derzeit ist er Professor am Fachbereich Psychologie und stellvertretender Dekan f?r Forschung am College of Humanities and Sciences der Virginia Commonwealth University. W?hrend seiner gesamten Laufbahn hat sich Dr. Langberg auf die Entwicklung und Verbreitung von Interventionen f?r Jugendliche und junge Erwachsene mit Aufmerksamkeitsdefizit-/Hyperaktivit?tsst?rung konzentriert, die in Gemeinden und Schulen umgesetzt werden k?nnen. Laura Hennis Besecker, Ph.D., ist wissenschaftliche Mitarbeiterin in der Abteilung f?r menschliche Entwicklung und Familienstudien an der University of North Carolina Greensboro, wo sie in klinischer Psychologie promoviert hat. Neben ihrer klinischen Arbeit in der ADHS-Klinik ist Dr. Besecker Dozentin f?r Diplom- und Grundkurse an der University of North Carolina Greensboro und der Elon University. Dr. Beseckers klinische und Forschungsinteressen konzentrieren sich auf Resilienz und Schutzfaktoren bei Jugendlichen mit ADHS, ?ngsten, St?rungen und Gesundheitsbed?rfnissen. Laura D. Eddy, Ph.D., ist wissenschaftliche Mitarbeiterin in der ADHS-Klinik in der Abteilung f?r menschliche Entwicklung und Familienstudien an der Universit?t von North Carolina Greensboro. Sie hat an der Virginia Commonwealth University inklinischer Psychologie promoviert. Zu Dr. Eddys klinischen und Forschungsinteressen geh?ren die kognitive Verhaltenstheorie bei der Behandlung von Menschen mit Aufmerksamkeitsdefizit-/Hyperaktivit?tsst?rung (ADHS), die ?berschneidung zwischen komorbiden internalisierenden St?rungen und ADHS sowie die Erfahrungen von schwangeren Frauen mit ADHS....

Sommaire:
Diagnostic Criteria: A Historical Perspective.- Primary Characteristics and Associated Features.- Implications for Assessment.- Assessment Procedures.- Establishing a Diagnosis.- Planning Treatment.- Providing Feedback.- Assessing Treatment Outcome.

`Useful to seasoned practitioners and for parents of an AD/HD child, this invaluable volume is also an excellent source of information for upper-division undergraduate students and above studying in the fields of psychology, counseling, and education.' Choice, 39:3 `Drawing on their rich background of clinical experience and scientific empiricism, Drs Anastopoulos and Shelton have provided all clinicians working with attention-deficit/hyperactivity disorder (ADHD) a gold standard reference for assessment and treatment. Emphasis is placed on scientific validity in making the diagnosis and in using a multimethod approach for treatment.' Archives of Pediatrics & Adolescent Medicine, 156:1 `...we are happy to report that Assessing Attention-Deficit/Hyperactivity Disorder by Anastopoulos and Shelton makes a major contribution to a field awash in myths, critics, skeptics, pariahs, personal agendas, and pseudoscience. With so many books aimed at the lowest common denominator, this work stands far above the crowd. ... The authors have immense clinical experience and an excellent track record of publication in academic journals. The book is thorough to a fault and provides critical analyses of the measures it endorses. Clinical vignettes are well chosen and keep the work from reading like a textbook. ...Anastopoulos and Shelton have made an important contribution by reviewing the existing methods and giving clear guidance. We commend them for taking on such a project and succeeding so admirably. Thanks to this book, more children with ADHD will be identified appropriately and treated properly, and less overdiagnosing or misdiagnosing will occur.' The New England Journal of Medicine, 345:13 `Researchers and clinicians cannot afford to not have this text on their shelves. It represents the very best of what we know and can do today to evaluate, treat and hopefully direct to better the lives of children with Attention-Deficit/Hyperactivity Disorder' Journal of Attention Disorder, 5:2 (2001)