Evidence-Based Assessment for Attention-Deficit/Hyperactivity Disorder

Ashley G. Eng, Pevitr S. Bansal, Patrick K. Goh, Urveesha Nirjar, Madeline K. Petersen, Michelle M. Martel

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects individuals from all life stages, genders, and races/ethnicities. Accurate assessment of ADHD across different populations is essential as undiagnosed ADHD is associated with numerous costly negative public health outcomes and is complicated by high comorbidity and developmental change in symptoms over time. Predictive analysis suggests that best-practice evidence-based assessment of ADHD should include both ADHD-specific and broadband rating scales from multiple informants with consideration of IQ, academic achievement, and executive function when there are concerns about learning. For children under age 12, parent and teacher ratings should be averaged. For adolescents and adults, informant reports should be prioritized when self- and other-report are inconsistent. Future research should provide more stringent evaluation of the sensitivity of measures to treatment response and developmental change over time as well as further validate measures on historically understudied populations (i.e., adults, women, and racial/ethnic minorities).

Original languageEnglish
Pages (from-to)42-52
Number of pages11
Issue number1
StatePublished - Jan 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2023.


  • ADHD
  • evidence-based assessment
  • informant integration

ASJC Scopus subject areas

  • Clinical Psychology
  • Applied Psychology


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