engleski

Diagnostic problems of childhood ADHD

P-05-04 Diagnostic problems of childhood ADHD V. Hercigonja-Novkovic*, D. Kocijan-Hercigonja * Zagreb, Croatia Objective: Using the accepted diagnostic methodologies of ADHD, authors have analyzed second grade students of Zagreb with DSM-IV criteria and Conners parents and teachers scales. The goal was to establish the compatibility between parental evaluation, teacher’s evaluation and the evaluation of mental health professionals. Method: Research subjects: 200 second grade students aged 7 and 8 years, from Zagreb, both genders, 200 parents (one parent per student) 16 teachers (two teachers per class, 8 classes). Both parents and teachers were evaluating the children with Conners rating scale chiatrist, psychologist and special educator) were evaluating the children by observation in clinic, in school, on the playground and by interview with child and with parents. Results: All three groups of evaluators (parents, teachers and mental IV criteria for ADHD and Conners check lists. Detailed analysis indicated that all three groups of evaluators agreed on the percentage of affected children, but the analysis of every single evaluated child dren. Later analysis of the evaluators groups showed that there were different exogenous factors that affected the parental and teacher’s evaluation. Parental factors that contributed to the wrong diagnosis were their age, education, integration in society and employment status. Teacher’s factors that contributed the wrong diagnosis were the length of their working experience, additional education and age. ology, there are numerous exogenous factors of the evaluator that affect the accuracy of ADHD diagnosis

ADHD children, diagnostic problems, rating scales, parents, teachers

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