Assessment of attention-deficit/hyperactivity disorder: An evaluation of six published rating scales

Lisa Marie Angello, Robert J. Volpe, James C. DiPerna, Sammi P. Gureasko-Moore, David P. Gureasko-Moore, Michelle R. Nebrig, Kenji Ota

Research output: Contribution to journalReview articlepeer-review

29 Scopus citations


Two key characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD), problems with attention and behavioral control, represent the most common reasons for school referrals (Barkley & Edwards, 1998). This makes it essential for school psychologists to acquire the knowledge and skills necessary to conduct a comprehensive assessment of ADHD and ADHD-related symptoms. The current article reports a critical analysis of six published behavior rating scales commonly utilized in a best practices approach to a school-based comprehensive assessment of ADHD (DuPaul & Stoner, 1994). Each of the rating scales was evaluated for strengths and limitations with regard to purpose, content, standardization, and psychometric properties. Recommendations are delineated regarding the use of each rating scale with specific target populations (i.e., culturally diverse students) as well as specific stages of assessment within a problem-solving process.

Original languageEnglish (US)
Pages (from-to)241-262
Number of pages22
JournalSchool Psychology Review
Issue number2
StatePublished - 2003

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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