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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on October 1, 1993. The length of the article is 5378 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: The category of attention deficit hyperactivity disorder (ADHD) and its diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) have undergone numerous revisions. The history of these revisions is briefly presented, followed by a summary of results of the Field Trials for the forthcoming fourth edition, the DSM-IV, regarding ADHD. The revised symptom list and empirical determination of symptom cutpoints resulted in increased reliability and predictive validity for educational impairment, as operationalized by measures of academic productivity and accuracy, for the new criteria. Three subtypes emerged, including a new subtype of predominantly hyperactive. The relevance, functions, and limitations of DSM-IV diagnosis for educational assessment of ADHD are discussed.
Citation Details
Title: Diagnosis of attention deficit disorders in DSM-IV: scientific basis and implications for education. (Diagnostic and Statistical Manual of Mental Disorders)
Author: Keith McBurnett
Publication: Exceptional Children (Refereed)
Date: October 1, 1993
Publisher: Council for Exceptional Children
Volume: v60 Issue: n2 Page: p108(10)
Distributed by Thomson Gale
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