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Psychological Evaluation of the Developmentally and Physically Disabled pp 213–260Cite as

Hyperactivity, Attention Deficit Disorders, and Learning Disabilities

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Abstract

The psychological evaluation of attention deficit disorders, hyperactivity, and learning disabilities encompasses a vast domain. In addition to such standard assessment procedures as clinical interviews, completion of rating scales by significant adults, and administration of intellectual and achievement measures, the assessor may profitably employ a diversity of nontraditional tools, including peer sociometric ratings, neuro-psychological test batteries, and observations of classroom, playground, and parent-child interactions. Furthermore, a host of specific measures of the key constructs of attention, impulsivity, motor activity, and learning have been developed, yielding a wide (and potentially confusing) array of assessment instruments. The focus of this chapter will be on those evaluation procedures that demonstrate the greatest utility for defining key characteristics, identifying homogeneous subgroups, plan-ning for intervention, and assessing treatment outcome.

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  1. Department of Psychology, University of California, Los Angeles, California, 90024, USA

    Stephen P. Hinshaw

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    Vincent B. Van Hasselt

  2. Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania, USA

    Michel Hersen

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Hinshaw, S.P. (1987). Hyperactivity, Attention Deficit Disorders, and Learning Disabilities. In: Van Hasselt, V.B., Hersen, M. (eds) Psychological Evaluation of the Developmentally and Physically Disabled. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1995-3_9

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