Person-context interactions and the assessment of attention deficit hyperactivity disorder

Developmental and methodological considerations

Bibliographic Data

ID12893463
AuthorsDillon T Browne (0000-0002-7445-6604, University of Toronto, corresponding author), Brendan F Andrade (0000-0001-8698-2583, University of Toronto)
Year2016
Volume11
Issue2
Pages103-114
Publication date2016-03-22
Open AccessNo
TypeARTICLE
VenueVulnerable Children and Youth Studies (JOURNAL)
Journal identifiersISSN: 1745-0136 • E-ISSN: 1745-0128
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/17450128.2016.1160172
OpenAlexW2302917229
LanguageEN
References cited48

This article outlines challenges that emerge during the clinical assessment of attention deficit hyperactivity disorder (ADHD) in children. The importance of person-context interactions is highlighted, especially when attempting to formulate the factors that promote and maintain poor psychosocial functioning in children with ADHD. Additionally, a variety of important methodological and age considerations are highlighted. Brief clinical examples are used to illustrate these principles. The review concludes that best practice assessment of ADHD should be systemic and include consideration of child-level difficulties and problematic contexts that are precipitants, perpetuators, and consequences of poor psychosocial functioning. Furthermore, thorough assessment of ADHD should include consideration of other co-occurring psychosocial challenges, consistent with emerging models of psychopathology as a crosscutting phenomenon

Attention deficit · Clinical Practice · Context (archaeology · Developmental psychology · Psychiatry · Psychopathology · Psychosocial · Variety (cybernetics · Attention Deficit Hyperactivity Disorder · Bipolar Disorder and Treatment · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Computer Science · Medicine · Psychology

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