Over the past two decades, the assessment of
Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a
sophisticated balance of science and clinical judgement essential for
arriving at reliable and valid diagnostic de- sions. Because of the
precarious mix of clinical and empirical skill needed to evaluate
children with this disorder, diagnostic practice in this area has been
found wanting by many critics. In fact, a 1998 National Institutes of
Health consensus panel concluded that "existing diagnostic treatment
practices ... point to the need for improved awareness by the health
service sector conce- ing an appropriate assessment, treatment, and
follow-up. A more consistent set of diagnostic procedures and practice
guidelines is of utmost importance" (p. 21). Drs. Arthur D. Anastopoulos
and Terri L. Shelton have designed a book that addresses this need. A
number of themes are highlighted throughout the text. Perhaps the most
important is that the assessment guidelines set forth in this book
represent a balance between science and practice. The authors account
for the realities of clinical practice in an age of managed care while
challenging clinicians to heed the lessons of empirical research.
Although the use of empirically based asse- ment procedures may at times
fly in the face of cost constraints (e. g., systematic evaluation of
medication effects), the authors present a strong argument for them.
Further, they call upon their vast clinical experience to provide
concrete suggestions for translating research findings into effective
evaluations.
