Diagnosis of Attention Deficit Disorders in DSM-IV: Scientific Basis and Implications for Education

The category of attention deficit hyperactivity disorder (ADHD) and its diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) have undergone numerous revisions. The history of these revisions is briefly presented, followed by a summary of results of the Field Trials...

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Bibliographic Details
Published in:Exceptional children 1993-10, Vol.60 (2), p.108-117
Main Authors: McBurnett, Keith, Lahey, Benjamin B., Pfiffner, Linda J.
Format: Article
Language:English
Subjects:
Attention deficit disorder
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Care and treatment
Classification
Clinical Diagnosis
Definitions
Diagnosis
Diagnostic and Statistical Manual IV
Diagnostic Statistical Manual of Mental Disorders
Educational evaluation
Educational History
Elementary Secondary Education
Exceptional children
History
Hyperactivity
Mental Disorders
Methods
Symptoms (Individual Disorders)
Trend Analysis
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Summary:The category of attention deficit hyperactivity disorder (ADHD) and its diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) have undergone numerous revisions. The history of these revisions is briefly presented, followed by a summary of results of the Field Trials for the forthcoming fourth edition, the DSM-IV, regarding ADHD. The revised symptom list and empirical determination of symptom cutpoints resulted in increased reliability and predictive validity for educational impairment, as operationalized by measures of academic productivity and accuracy, for the new criteria. Three subtypes emerged, including a new subtype of predominantly hyperactive. The relevance, functions, and limitations of DSM-IV diagnosis for educational assessment of ADHD are discussed.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440299306000204