Evidence-based assessment of attention-deficit/hyperactivity disorder: using multiple sources of information.

The present column illustrates step-by-step the process of acquiring and integrating information according to the recommendations of evidence-based practices (Kraemer, 1992; Sackett et al., 2000). A case example models the process, leading to specific recommendations regarding instruments and strategies for evidence-based assessment (EBA) of attention-deficit/hyperactivity disorder, combined type (ADHD-C). The diagnostic process presented here is consistent with EBA as defined in the text for this series by Guyatt and Rennie (2002). In addition, the column shows how to convert scores using normative data and effect sizes (see Morgan et al., 2005 for information on effect sizes) into useful diagnostic information about individual cases. Because ADHD, predominantly inattentive type is thought by some experts to be a very different disorder (Milich et al., 2001), with a distinct cognitive profile (Hinshaw et al., 2002), this article is focused on ADHD-C.