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At least one study has found that the six question ASRS Screener outperformed the eighteen question ASRS in diagnosing ADHD in the general population. [6] ASRS has been translated to other languages including Spanish and Chinese. [7] [8] Conducted research proved that the scale is a valid and useful tool for the screening of adult ADHD. [9]
The second edition, published in 2012, included updated norms, improved algorithms for Modules 1 to 3, and a new Toddler Module (T) for assessing children aged 12 to 30 months. [7] [8] The scoring algorithm was also revised to align with the recent changes in the DSM-5 diagnostic criteria. While the ADOS-G had separate sections for social and ...
[3] The ADHD-RS was created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid to address the need for an effective evaluation for children and adolescents suspected of having ADHD. [3] The diagnostic criteria were developed through a selection of items from general rating scales such as the Child Behavior Checklist. [4]
The cumulative score spans from 0 to 100. A cutoff score of 36 or higher was able to accurately identify 96% of adults with ADHD and 96% of adults without ADHD. When the cutoff score was raised to 46 or higher, the assessment was able to accurately identify 86% of adults with ADHD and 99% of adults without ADHD. [1] [4]
[3] [13] [14] This differs from the required six symptoms in either presentation for children to meet diagnostic criteria. [13] In accordance with the updates to the DSM-5, published in 2013, the other criteria necessary for a diagnosis of ADHD in adults are as follows: [3] [14] Symptoms have been present for at least 6 consecutive months
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The following diagnostic systems and rating scales are used in psychiatry and clinical psychology.This list is by no means exhaustive or complete. For instance, in the category of depression, there are over two dozen depression rating scales that have been developed in the past eighty years.
3: "very often". A positive response is either a score of 2 or 3 ("often" to "very often"). The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1–5 scale, with 1–2 meaning "above average", 3 meaning "average", and 4–5 meaning "problematic".