Abstract
Attention-deficit hyperactivity disorder (ADHD) is the diagnostic label in the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., revised) (DSM-III-R) (American Psychiatric Association, 1987) that is characterized by developmentally inappropriate hyperactivity, impulsivity, and inattention. Although empirical research has provided various suggestions regarding possible etiology, appropriate assessment practices, and relatively effective intervention strategies, considerable controversy still exists. Changes in diagnostic labels and conceptualization of core symptoms, as well as the use of inconsistent criteria to select subjects, have impinged on establishing the validity of various aspects of ADHD. According to Rutter (1989, p. 20), “we are not yet at a stage where there can be consensus on precisely how this concept should be operationalized, nor do we adequately understand the mechanisms involved.” The development of reliable and valid assessment techniques has been of particular interest to clinical researchers in an attempt to go beyond the criteria established in DSM-III-R and to utilize a multimethod psychometric approach. Thus, research has continued to delineate laboratory-based assessment strategies that possess concurrent, predictive, and ecological validity, the latter referring to the degree to which the test results are representative of “real-world” behavior (Barkley, 1991).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Ackerman, P. T., Anhalt, J. M., Holcomb, P. J., & Dykman, R. A. (1986). Presumably innate and acquired automatic processes in children with attention and/or reading disorders. Journal of Child Psychology and Psychiatry, 27, 513–529.
American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.
American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: Author.
American Speech-Language-Hearing Association (ASHA). (1992). Issues in central auditory processing disorders: A report from the ASHA Ad Hoc Committee on central auditory processing. Washington, DC: Author.
Arnst, D. (1982). Overview of the Staggered Spondaic Word test and the Competing Environmental Sounds test. In D. Arnst & J. Katz (Eds.), Central Auditory Assessment: The SSW Test (pp. 1–41). San Diego: College-Hill Press.
Baker, L., & Cantwell, D. P. (1987a). A prospective psychiatric follow-up of children with speech/language disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 546–553.
Baker, L., & Cantwell, D. P. (1987b). Comparison of well, emotionally disordered, and behaviorally disordered children with linguistic problems. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 193–196.
Baran, J. A., & Musiek, F. E. (1991). Behavioral assessment of the central auditory nervous system. In W. F. Rintelmann (Eds.), Hearing Assessment (2nd ed, pp. 549–602). Austin, TX: PRO-ED, Inc.
Barkley, R. A. (1990a). A critique of current diagnostic criteria for attention deficit hyperactivity disorder: Clinical and research implications. Developmental and Behavioral Pediatrics, 11, 343–352.
Barkley, R. A. (1990b). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.
Barkley, R. A. (1991). The ecological validity of laboratory and analogue assessment methods of ADHD symptoms. Journal of Abnormal Child Psychology, 19, 149–178.
Barkley, R. A., DuPaul, G. J., & McMurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775–789.
Barkley, R. A., Grodzinsky, G., & DuPaul, G. J. (1992). Frontal lobe functions in attention deficit disorder with and without hyperactivity: A review and research report. Journal of Abnormal Child Psychology, 20, 163–188.
Buckhalt, J. A., & Jensen, A. R. (1989). The British Ability Scales Speed of Information Processing subtest: What does it measure? British Journal of Educational Psychology, 59, 100–107.
Buckhalt, J. A., Shapiro, S. K., Elliott, C. D., & McCallum, R. S. (August, 1991). Evaluation of learning disabled students with the Differential Ability Scales. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Butler, K. G. (1983). Language processing: Selective attention and mnemonic strategies. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 297–315). Baltimore: University Park Press.
Byrd, P. D., & Buckhalt, J. A. (1991). A multitrait-multimethod construct validity study of the Differential Ability Scales. Journal of Psychoeducational Assessment, 9, 121–129.
Cantwell, D. P., & Baker, L. (1991). Association between attention deficit hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24, 88–95.
Cantwell, D. P., & Baker, L. (1992). Attention deficit disorder with and without hyperactivity: A review and comparison of matched groups. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 432–438.
Chee, P., Logan, G., Schachar, R., Lindsay, P., & Wachsmuth, R. (1989). Effects of event rate and display time on sustained attention in hyperactive, normal, and control children. Journal of Abnormal Child Psychology, 17, 371–391.
Conners, C. K. (1989). Conners’ Rating Scale Manual. North Tonawanda, NY: Multi-Health Systems, Inc.
Davidson, E. M., & Prior, M. R. (1978). Laterality and selective attention in hyperactive children. Journal of Abnormal Child Psychology, 6, 475–481.
de Renzi, E., & Vignolo, L. A. (1962). The Token Test: A sensitive test to detect receptive language disturbances in aphasics. Brain, 85, 665–678.
Dienske, H., & Sanders-Woudstra, J. A. R. (1985). A critical and conceptual consideration of attention deficit and hyperactivity from an ethological point of view. In L. M. Bloomingdale & J. A. Sergeant (Eds.), Attention deficit disorder: Criteria, cognition, intervention (pp. 43–63). Elmsford, NY: Pergamon Press.
Douglas, V. I. (1972). Stop, look, and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioral Science, 4, 258–282.
DuPaul, G. J. (1991). Parent and teacher ratings of ADHD symptoms: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology, 20, 245–253.
DuPaul, G. J., Anastopoulos, Shelton, T. L., Guevremont, D. C., & Metevia, L. (1992). Multimethod assessment of attention-deficit hyperactivity disorder: The diagnostic utility of clinic-based tests. Journal of Clinical Child Psychology, 21, 394–402.
Elliott, C. D. (1990). The Differential Ability Scales: Introductory and technical handbook. San Antonio, TX: The Psychological Corporation.
Fischer, M., Newby, R. F., & Gordon, M. (1993). Who are the false negatives? ADHD/Hyperactivity Newsletter, #19, 5–7. DeWitt, NY: Gordon Systems.
Frank, Y., & Ben-Nun, Y (1988). Toward a clinical sub-grouping of hyperactive and nonhyperactive attention deficit disorder: Results of a comprehensive neurological and neuropsychological assessment. American Journal of Diseases in Children, 142, 153–155.
Gascon, G. G., Johnson, R., & Burd, L. (1986). Central auditory processing and attention deficit disorder. Journal of Child Neurology, 1, 27–33.
Golden, C. J. (1976). The diagnosis of brain damage by the Stroop test. Journal of Clinical Psychology, 32, 654–658.
Golden, C. J. (1978). The Stroop Color and Word Test: A manual for clinical and experimental uses. Wood Dale, IL: Stoelting.
Goodyear, P., & Hynd, G. W. (1992). Attention deficit disorder with (ADD/H) and without (ADD/WO) hyperactivity: Behavioral and neuropsychological differentiation. Journal of Clinical Child Psychology, 21, 273–305.
Gordon, M. (1983). The Gordon Diagnostic System. DeWitt, NY: Gordon Systems.
Gordon, M. (1986). How is a computerized attention test used in the diagnosis of attention deficit disorders? Journal of Children in Contemporary Society, 19, 53–64.
Gordon, M., & Mettelman, B. B. (1987). Technical guide to the Gordon Diagnostic System. DeWitt, NY: Gordon Systems.
Gordon, M., & Mettelman, B. B. (1988). The assessment of attention: I. Standardization and reliability of a behavior-based measure. Journal of Clinical Psychology, 44, 682–690.
Gordon, M., DiNiro, D., & Mettelman, B. B. (1988). Effect upon outcome of nuances in selection criteria for ADHD/hyperactivity. Psychological Reports, 62, 539–544.
Gordon, M., DiNiro, D., Mettelman, B. B., & Tallmadge, J. (1989). Observations of test behavior, quantitative scores, and teacher ratings. Journal of Psychoeducational Assessment, 7, 141–147.
Grodzinsky, G. M. (1990). Assessing frontal lobe functioning in boys with attention-deficit hyperactivity disorder. ADHD/Hyperactivity Newsletter, #14, 4–6. DeWitt, NY: Gordon Systems.
Hall, J. W. (1992). Handbook of auditory evoked responses. Boston, MA: Allyn & Bacon.
Halperin, J. M., Wolf, L. E., Pascualvaca, D. M., Newcorn, J. H., Healey, J. M., O’Brien, J. D., Morganstein, A., & Young, J. G. (1988). Differential assessment of attention and impulsivity in children. Journal of the American Academy of Child and Adolescent Psychiatry, 27, 326–329.
Hiscock, M., Kinsbourne, M., Caplan, B., & Swanson, J. M. (1979). Auditory attention in hyperactive children: Effects of stimulant medication on dichotic listening performance. Journal of Abnormal Psychology, 88, 27–32.
Hoffman, M. (1983). Psychological interventions for the child with central auditory processing disorder. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 319–330). Baltimore: University Park Press.
Hynd, G. W., Nieves, N., Connor, R. T., Stone, P., Town, P., Becker, M. G., Lahey, B. B., & Lorys, A. R. (1989). Attention deficit disorder with and without hyperactivity: Reaction time and speed of cognitive processing. Journal of Learning Disabilities, 22, 573–580.
Jirsa, R. E., & Clontz, K. B. (1990). Long latency auditory event-related potentials from children with auditory processing disorders. Ear and Hearing, 11, 222–232.
Johnson, J. (1991, November). Auditory processing disorders: A developmental and medical perspective. Workshop conducted at the annual meeting of ASHA, Atlanta, GA.
Kagan, J. (1966). Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71, 17–24.
Katabamna, B., Keith, R. W., & Johnson, J. L. (1990). Auditory-processing abilities in children with learning disabilities: A pilot study. Hearsay, Fall/Winter, 125-131.
Keith, R. W. (1984). Central auditory dysfunction: A language disorder? Topics in Language Disorders, 4, 48–56.
Keith, R. W. (1986). SCAN, A screening test for auditory processing disorders. San Antonio, TX: The Psychological Corp.
Keith, R. W (1988). Tests of central auditory function. In R. J. Roeser & M. P. Downs (Eds.), Auditory disorders in school children (2nd ed., pp. 83–96). New York: Thieme Medical Publishers.
Keith, R. W., & Engineer, P. (1991). Effects of methylphenidate on the auditory processing abilities of children with attention-deficit hyperactivity disorder. Journal of Learning Disabilities, 24, 630–636.
Keith, R. W., Rudy, J., Donahue, P. A., & Katbamna, B. (1989). Comparison of SCAN results with other auditory language measures in a clinical population. Ear and Hearing, 10, 382–386.
Lahey, B. B., & Carlson, C. L. (1991). Validity of the diagnostic category of attention deficit disorder without hyperactivity: A review of the literature. Journal of Learning Disabilities, 24, 110–120.
Lasky, E. Z. (1983). Parameters affecting auditory processing. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 11–29). Baltimore: University Park Press.
Lasky, E. Z., & Katz, J. (1983). Perspectives on central auditory processing. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 3–10). Baltimore: University Park Press.
Ludlow, C. L., Cudahy, E. A., Bassich, C., & Brown, G. L. (1983). Auditory processing skills of hyperactive, language-impaired, and reading disabled boys. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 163–184). Baltimore: University Park Press.
Matkin, N. D., & Hook, P. E. (1983). A multidisciplinary approach to central auditory processing evaluations. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 223–242). Baltimore: University Park Press.
McClure, F. D., & Gordon, M. (1984). Performance of disturbed hyperactive and non-hyperactive children on an objective measure of hyperactivity. Journal of Abnormal Child Psychology, 12, 561–572.
Milich, R., & Kramer, J. (1985). Reflections on impulsivity: An empirical investigation of impulsivity as a construct. In K. D. Gadow & I. Bialer (Eds.), Advances in learning and behavioral disabilities (Vol. 3). Greenwich, CT: JAI Press.
Northern, J. L., & Downs, M. P. (1991). Hearing in children (4th ed.). Baltimore: Williams & Wilkins.
Pearson, D. A., Lane, D. M., & Swanson, J. M. (1991). Auditory attention switching in hyperactive children. Journal of Abnormal Child Psychology, 19, 479–492.
Pelham, W. E. (1986). What is attention deficit disorder: In E. K. Sleator & W. E. Pelham (Eds.), Attention deficit disorder (pp. 43–78). Norwalk, CT: Appleton-Century-Crofts.
Posner, M. I. (1988). Structures and functions of selective attention. In T. Boll & D. K. Bryant (Eds.), Clinical neuropsychology and brain function: Research, assessment, and practice (pp. 173–202). Washington, DC: American Psychological Association.
Posner, M. I., & Petersen, S. E. (1990). The attention system of the brain. Annual Review of Neuroscience, 13, 25–42.
Prior, M., Sanson, A., Freethy, C., & Geffen, G. (1985). Auditory attentional abilities in hyperactive children. Journal of Child Psychology and Psychiatry, 26, 289–304.
Protti, E. (1983). Brainstem auditory pathways and auditory processing disorders: Diagnostic implications of subjective and objective tests. In E. Z. Lasky & J. Katz (Eds.), Central auditory processing disorders (pp. 117–140). Baltimore: University Park Press.
Riccio, C. A. (1992, November). Central auditory processing disturbances and the relationship to ADHD. Paper presented as part of a double-miniseminar at ASHA, San Antonio, TX.
Riccio, C. A., & Hynd, G. W. (1993a). Attention-deficit hyperactivity disorder: Relationship to central auditory processing disorder. Manuscript submitted for publication.
Riccio, C. A., & Hynd, G. W. (1993b). Developmental language disorders in children: Relationship with learning disability and attention deficit hyperactivity disorder. School Psychology Review, 22, 693–706.
Riccio, C. A., Gonzalez, J. J., & Hynd, G. W. (in press). Attention-deficit hyperactivity disorder (ADHD) and learning disabilities. Learning Disabilities Quarterly.
Ross, D. M., & Ross, S. A. (1982). Hyperactivity: Current issues, research, and theory (2nd ed.). New York: Wiley-Interscience.
Rutter, M. (1989). Attention deficit disorder/Hyperkinetic Syndrome: Conceptual and re-search issues regarding diagnosis and classification. In T. Sagvolden & T. Archer (Eds.), Attention deficit disorder: Clinical and basic research (pp. 1–24). Hillsdale, NJ: Lawrence Erlbaum Associates.
Sanger, D., & Deshayes, I. (1986). Criterion-related validity. In R. W. Keith (Ed.), SCAN, A screening test for auditory processing disorders (pp. 67–70). San Antonio, TX: The Psychological Corporation.
Satterfield, J. H., Schell, A. M., Nicholas, T. W., Satterfield, B. T., & Freese, T. E. (1990). Ontogeny of selective attention effects on event-related potentials in attention-deficit hyperactivity disorder and normal boys. Biological Psychiatry, 28, 879–903.
Schachar, R. (1991). Childhood hyperactivity. Journal of Child Psychology and Psychiatry, 32, 155–191.
Sergeant, J. A., & Scholten, C. A. (1983). A stages-of-information processing approach to hyperactivity. Journal of Child Psychology and Psychiatry, 24, 40–60.
Sergeant, J., & van der Meere, J. J. (1989). The diagnostic significance of attentional pro-cessing: Its significance for ADDH classification—A future DSM. In T. Sagvolden & T. Archer (Eds.), Attention deficit disorder: Clinical and basic research (pp. 151–166). Hillsdale, NJ: Lawrence Erlbaum Associates.
Silver, L. B. (1990). Attention-deficit hyperactivity disorder: Is it a learning disability or a related disorder? Journal of Learning Disabilities, 23, 394–397.
Sutter, E., Bishop, P., & Battin, R. R. (1987). Psychometric screening for attention deficit disorder in a clinical setting. Journal of Psychoeducational Assessment, 5, 227–235.
Stach, B. A. (1992). Controversies in the screening of central auditory processing disorders. In F. H. Bess & J. W. Hall, III (Eds.), Screening children for auditory dysfunction (pp. 43–72). New York: Grune & Stratton.
van der Meere, J. J., & Sergeant, J. A. (1988a). Acquisition of attention skill in pervasively hyperactive children. Journal of Child Psychology and Psychiatry, 29, 301–310.
van der Meere, J. J., & Sergeant, J. A. (1988b). Controlled processing and vigilance in hyperactivity: Time will tell. Journal of Abnormal Child Psychology, 16, 641–655.
Wechsler, D. (1974). Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corporation.
Willeford, J. A., & Burleigh, J. M. (1985). Handbook of central auditory processing disorders in children. Orlando, FL: Grune & Stratton.
Young, L. (1985). Central auditory processing through the looking glass: A critical look at diagnosis and management. Journal of Childhood Communication Disorders, 9, 31–42.
Young, M. L., & Protti-Patterson, E. (1984). Management perspectives of central auditory problems in children: Top-down and bottom-up considerations. Seminars in Hearing, 5, 251–261.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1994 Springer Science+Business Media New York
About this chapter
Cite this chapter
Shapiro, S.K., Herod, L.A. (1994). Combining Visual and Auditory Tasks in the Assessment of Attention-Deficit Hyperactivity Disorder. In: Routh, D.K. (eds) Disruptive Behavior Disorders in Childhood. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1501-6_4
Download citation
DOI: https://doi.org/10.1007/978-1-4899-1501-6_4
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-1503-0
Online ISBN: 978-1-4899-1501-6
eBook Packages: Springer Book Archive