attention deficit disorder evaluation scale - fourth … · 2013. 10. 10. · the attention deficit...
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ATTENTION DEFICIT DISORDEREVALUATION SCALE - Fourth Edition
(ADDES-4)Stephen B. McCarney, Ed.D. & Tamara J. Arthaud, Ph.D.
Copyright © 2013
TheAttention Deficit Disorder Evaluation Scale - Fourth Edition (ADDES-4)enableseducators,schoolandprivatepsychologists,pediatricians,andothermedicalpersonneltoevaluateanddiagnoseAttention-Deficit/HyperactivityDisorderinchildrenandyouthfrominputprovidedbyprimaryobserversofthestudent’sbehavior.TheADDES-4wasdevelopedfromresearchinbehaviordisorders,learningdisabilities,andAttention-Deficit/HyperactivityDisor-der;currentliteratureinpsychology,neurology,andeducation;andcurrentpracticesinidentificationanddiagnosis.Thesubscales, InattentiveandHyperactive-Impulsive,arebasedonthecurrentcharacteristicsofADHD.There-sultsprovidedbythescalearecommensuratewithcriteriausedbyeducational,psychiatric,andpediatricpersonneltoidentifyAttention-Deficit/HyperactivityDisorderinchildrenandyouth.Thescaleisavailableintwoversions:School Version(60items),areportingformforeducators,andHome Version(46items),areportingformforparent/guardianinput. Duringdevelopment,theADDESwassubjectedtofieldtestingatallgradelevels(K-12)whichresultedintheitemsincludedinthefinalversionofeachscale.TheADDES-4 School Versionwasstandardizedonatotalof3,356studentsincludingstudentsidentifiedwithAttention-Deficit/HyperactivityDisorder4through18yearsofage.Sepa-ratenormsareprovidedformalesandfemales. InternalconsistencyoftheADDES-4 was.99forthetotalscore.Test-retestreliabilitycoefficientsexceeded.91foreachofthesubscales.Coefficientsforinter-raterreliabilityofthesubscalesrangedfrom.85to.90forallagelevels.Contentvaliditywasestablishedthroughtheinitialdevelopmentprocess.TheADDES-4wascomparedtotheConners’ 3™ Teacher Short andtheADD-H Comprehensive Teacher’s Rating Scale-Second Editionasmeasuresofconcurrentvalidity.Itemperformancecorrelatedpositivelywithtotalscoreperformance,furthersubstantiatingtheinternalcohesivenessofthescaleasameasureofAttention-Deficit/HyperactivityDisorder. TheADDES-4usesfrequency-referencedquantifiers.EachitemontheADDES-4isratedonasix-pointscalefrom(0)NOTDEVELOPMENTALLYAPPROPRIATEFORAGEto(5)ONETOSEVERALTIMESPERHOUR.Followingadministration,fourtypesofscoresmaybeobtained:frequencyratingforindividualitems(reflectingthefrequencyandseverityofthebehavior),subscalestandardscore,quotient,andpercentilerank(toestablishaconsis-tentbasisforcomparingstudents).Fromthesubscalestandardscores,aprofileofthestudent’sbehavioracrossthesubscalesisconstructed. TheADDES-4takesapproximately20minutestocompleteandcanbecompletedbyanyonefamiliarwiththestudent:theclassroomteacher,clinicalpersonnel,otherschoolpersonnel,ortheparent/guardian.TheADDES-4completekitconsistsofPre-Referral Attention Deficit Checklists, Intervention Strategies Documentation Forms,schoolandhomeversionratingformsandtechnicalmanuals,theAttention Deficit Disorder Intervention Manual,andtheParent’s Guide to Attention Deficit Disorder. TheAttention Deficit Disorder Intervention Manual(ADDIM)includesgoals,objectives,andinterventionstrate-giesforallbehaviorsonthescaleandwasdesignedfortheeasydevelopmentofthestudent’sIEP,aswellasclass-roomintervention.TheParent’s Guide to Attention Deficit Disorder(PGADD)containsinterventionsforparentstoimplementinthehometohelptheirchildwithAttention-Deficit/HyperactivityDisorder.TheAttention Deficit Disorder Intervention Manual(404 pages, © 1994)andtheParent’s Guide to Attention Deficit Disorder(390 pages, © 1995)usedinconjunctionwiththeADDES-4provideacomprehensiveassessment,diagnostic,andinterventionprogramforchildrenwithAttention-Deficit/HyperactivityDisorder.TheADDES-4 Quick Scorecomputerprogramconvertsrawscorestostandardandpercentilescores.TheAttention Deficit Disorder Intervention Manual computerprogramprovidesanindividualizedreportofIEPgoals,objectives,andspecificinterventionstrategiesselectedforastudent.
H A W T H O R N E Phone: (800) 542-1673 FAX: (800) 442-9509
PRE-REFERRALATTENTION DEFICIT CHECKLIST
Date: ________________Name of student: Birthdate: Age: Gender:
School: Grade:
City: State: Observed by:
Observer’s position: Student known to observer: (from) (to)
Length of time each day with student: (hours) (minutes)
TO OBSERVER: Check each behavior you have observed the student demonstrate during the last month.
1. Rushesthroughassignmentswithlittleornoregardforac-curacyorqualityofwork
2. Iseasilydistractedbyotheractivitiesintheclassroom,otherstudents,theteacher,etc.
3. Doesnotlistentowhatotherstudentsaresaying
4. Doesnothearallofwhatissaid(e.g.,misseswordendings,misseskeywordssuchas“donot,”etc.)
5. Doesnotdirectattentionorfailstomaintainattentiontoimportantsoundsintheimmediateenvironment(e.g.,teacherdirections,publicaddresssystem,etc.)
6. Isunsuccessfulinactivitiesrequiringlistening(e.g.,games,followingoraldirections,etc.)
7. Needsoralquestionsanddirectionsfrequentlyrepeated(e.g.,studentsays,“Idon’tunderstand,”needsconstantreminders,etc.)
8. Attendsmoresuccessfullywhenclosetothesourceofsound(e.g.,whenseatedclosetotheteacher,etc.)
9. Requireseyecontactinordertolistensuccessfully(e.g.,one-to-onesituation,etc.)
10. Failstodemonstrateshort-termmemoryskills(e.g.,doesnotremembertwo-orthree-stepdirections,doesnotremembermaterialsneededforatask,etc.)
11. Failstoremembersequences(e.g.,eventsinadailyroutine,daysoftheweek,monthsoftheyear,etc.)
12. Hasdifficultyconcentrating(e.g.,stayingonanassignedtask,followingaconversation,etc.)
13. Losesplacewhenreading(e.g.,leavesoutwords,lines,orsentenceswhenreading,etc.)
14. Omits,adds,substitutes,orreversesletters,words,orsounds
whenreading
15. Failstocopyletters,words,sentences,andnumbersfroma
textbook,chalkboard,etc.
16. Omits,adds,orsubstituteswordswhenwriting
17. Failstocompletehomeworkassignmentsandreturnthemto
school
18. Doesnotperformorcompleteclassroomassignmentsduring
classtime(e.g.,doesnotperformtheassignmentordoesnot
usethetimeprovided,willgoontoanotherassignmentbefore
completingthefirst,etc.)
19. Isdisorganizedtothepointofnothavingnecessarymaterials,
losingmaterials,failingtofindcompletedassignments,failing
tofollowthestepsoftheassignmentinorder,etc.
20. Completesassignmentswithlittleornoregardtoneatness
(e.g.,rushesthroughtasks,doesnotcaretodowell,etc.)
21. Failstoperformassignmentsindependently(e.g.,continually
asksforassistanceorreassurance;doesnotbegin,workon,or
completeassignmentswithoutassistance;etc.)
22. Doesnotprepareforschoolassignments(e.g.,doesnotstudy
fortestsorquizzes,doesnotreadassignedmaterial,etc.)
It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete any reproduction of this form. The original form is beige with brown print. If you have this form in any other color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne
Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
Copyright © 1988 1/10
Hawthorne Educational Services, Inc.No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
Pre-Referral Attention Deficit Checklist
Sample
Copyright © 1989 Hawthorne Educational Services, Inc.5/08
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
Intervention Strategies Documentation Form
Date: _____________________
Student name: Birthdate: Age:
School: Parents:
Team members:
I. Student History
A. Are the parents aware of your concern?
B. Has the student repeated a grade? If so, when?
C. Date and results of any previous individual testing?
D. Date and results of last hearing screening:
E. Date and results of last vision screening:
II. Concerns and Interventions
Learning or Behavior Concern:
Interventions Implemented: InterventionDate
S/U Decision
Learning or Behavior Concern:
Interventions Implemented: InterventionDate
S/U Decision
Intervention Strategies
Documentation Form
SCHOOL VERSION RATING FORMStephen B. McCarney
COVER SHEETRATING GUIDELINES
• The student should be rated by educational person-nel with primary observational opportunities who work directly with the student during instructional situations.
• The rater should conduct his/her ratings indepen-dently, without conferring with others.
• The rater should rely on his/her observation of the student’s behavior as it occurs naturally in the edu-cational environment.
• It is recommended that the rater read each quanti-fier with the item, before rating the item. Using item 13 as an example, the rater would first read, “Not developmentally appropriate for age to lose place when reading (e.g., too young to read),” then “Not observed losing place when reading,” then “One to several times per month loses place when reading,” then “One to several times per week loses place when reading,” then “One to several times per day loses place when reading,” and finally, “One to sev-eral times per hour loses place when reading.”
• It is not necessary to complete the rating of a stu-dent in one day. Several days may elapse before the rater is able to complete the scale.
• If the behavior/skill is developmentally beyond what is expected for the student’s age, the rating should be NOT DEVELOPMENTALLY APPROPRIATE FOR AGE.
• If the rater has not personally observed the student demonstrate a specific behavior(s), the rating should be
NOT OBSERVED.
• If the rater has had the opportunity to observe the student for more than one month and has observed the behavior one to several times (i.e., one to three times), the rating should be
ONE TO SEVERAL TIMES PER MONTH.
• If the behavior has been observed one or more times per week, even several times per week (i.e., one to four times), the rating should be
ONE TO SEVERAL TIMES PER WEEK.
• If the behavior has been observed at least once a day or more than one time a day (i.e., one to four times), the rating should be
ONE TO SEVERAL TIMES PER DAY.
• If the behavior has been observed at least once an hour and included behaviors with unlimited frequency which may even defy accurate counting at extremely high rates, the rating should be
ONE TO SEVERAL TIMES PER HOUR.
0
1
2
3
4
5
Page 1
IMPORTANT *** PLEASE NOTE: *** IMPORTANTIt is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete any reproduction of this form. The original form is beige with brown print. If you have this form in any other color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
Item #04810ADDES-4 SVCopyright © 2013 6/13
Hawthorne Educational Services, Inc.800 Gray Oak DriveColumbia, MO 65201
H A W T H O R N EPhone: (800) 542-1673 FAX: (800) 442-9509
www.hawthorne-ed.com
Page 2
TO RATER:Rateeveryitemusingthequantifiers(0-5)provided.Everyitemmustberated.Do not leave any boxes blank.
NOTDEVELOPMENTALLY
APPROPRIATEFOR AGE
NOT OBSERVED
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
0 1 2 3 4 5
MONTH WEEK DAY HOUR
SUBSCALE 1
1.4 Rushesthroughassignmentswithlittleornoregardforaccuracyorqualityofwork
2.4 Iseasilydistractedbyotheractivitiesintheclass-room,otherstudents,theteacher,etc.
3.4 Doesnotlistentowhatotherstudentsaresaying
4.2 Doesnothearallofwhatissaid(e.g.,misseswordendings,misseskeywordssuchas“donot,”etc.)
5.3 Doesnotdirectattentionorfailstomaintainatten-tiontoimportantsoundsintheimmediateenvi-ronment(e.g.,teacherdirections,publicaddresssystem,etc.)
6.1 Isunsuccessfulinactivitiesrequiringlistening(e.g.,games,followingoraldirections,etc.)
7.1 Needsoralquestionsanddirectionsfrequentlyrepeated(e.g.,studentsays,“Idon’tunderstand,”needsconstantreminders,etc.)
8.1 Attendsmoresuccessfullywhenclosetothesourceofsound(e.g.,whenseatedclosetotheteacher,etc.)
9.1 Requireseyecontactinordertolistensuccessfully(e.g.,one-to-onesituation,etc.)
10.1 Failstodemonstrateshort-termmemoryskills(e.g.,doesnotremembertwo-orthree-stepdirections,doesnotremembermaterialsneededforatask,etc.)
11.2 Failstoremembersequences(e.g.,eventsinadailyroutine,daysoftheweek,monthsoftheyear,etc.)
12.3 Hasdifficultyconcentrating(e.g.,stayingonanas-signedtask,followingaconversation,etc.)
13.4 Losesplacewhenreading(e.g.,leavesoutwords,lines,orsentenceswhenreading,etc.)
14.5 Omits,adds,substitutes,orreversesletters,words,orsoundswhenreading
15.4 Failstocopyletters,words,sentences,andnumbersfromatextbook,chalkboard,etc.
16.4 Omits,adds,orsubstituteswordswhenwriting
17.3 Failstocompletehomeworkassignmentsandre-turnthemtoschool
18.3 Doesnotperformorcompleteclassroomassign-mentsduringclasstime(e.g.,doesnotperformtheassignmentordoesnotusethetimeprovided,willgoontoanotherassignmentbeforecompletingthefirst,etc.)
19.3 Isdisorganizedtothepointofnothavingnecessarymaterials,losingmaterials,failingtofindcomplet-edassignments,failingtofollowthestepsoftheassignmentinorder,etc.
20.2 Completesassignmentswithlittleornoregardtoneatness(e.g.,rushesthroughtasks,doesnotcaretodowell,etc.)
21.2 Failstoperformassignmentsindependently(e.g.,continuallyasksforassistanceorreassurance;doesnotbegin,workon,orcompleteassignmentswith-outassistance;etc.)
22.3 Doesnotprepareforschoolassignments(e.g.,doesnotstudyfortestsorquizzes,doesnotreadas-signedmaterial,etc.)
23.1 Doesnotremainon-task(e.g.,ismoreinterestedinotheractivities,sitsanddoesnothing,etc.)
24.1 Doesnotperformacademicallyathis/herabilitylevel(i.e.,performsbelowabilityleveloratafail-inglevel)
25.2 Doesnotlistentoorfollowverbaldirections
26.1 Failstomakeappropriateuseofstudytime(e.g.,doesnotread,study,workonassignments,etc.)
27.1 Failstofollownecessarystepsinmathproblems(e.g.,doesstepsinthewrongorder,omitsastep,etc.)
Copyright © 2004 Hawthorne Educational Services, Inc.
ADDES-4
School Version Rating Form
NOTDEVELOPMENTALLY
APPROPRIATEFOR AGE
NOT OBSERVED
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
0 1 2 3 4 5
MONTH WEEK DAY HOUR
28.1 Doesnotreadorfollowwrittendirections(e.g.,instructionsforhomework,assignmentdirections,etc.)
29.1 Changesfromoneactivitytoanotherwithoutfin-ishingthefirst,withoutputtingthingsaway,beforeitistimetomoveon,etc.RawScore SUBSCALE 2
30.1 Doesnotfollowschoolrules(e.g.,runsinhallways,throwsfoodincafeteria,isdisruptiveinlibrary,etc.)
31.1 Beginsassignmentsbeforereceivingdirectionsorinstructionsordoesnotfollowdirectionsorinstructions
32.1 Doesnotwaithis/herturninactivitiesorgames
33.1 Grabsthingsawayfromothers
34.1 Blurtsoutanswerswithoutbeingcalledon
35.1 Interruptstheteacher(e.g.,beginstalkingwhiletheteacheristalking,goesuptotheteacherwhiletheteacherisworkingwithotherstudents,etc.)
36.2 Interruptsotherstudents(e.g.,talkswhiletheyaretalking,makesnoises,laughs,etc.)
37.3 Talkstoothersduringquietactivityperiods
38.1 Movesaboutwhileseated,fidgets,squirms,etc.
39.1 Appearsrestless(e.g.,shiftspositioninseat,pacesabout,etc.)
40.1 Iseasilyangered,annoyed,orupset(e.g.,hits,ar-gues,yells,throwsthings,cries,withdraws,etc.)
41.4 Bothersotherstudentswhoaretryingtowork,listen,etc.
42.3 Makesunnecessarycommentsornoisesintheclassroom(e.g.,talkstootherstudentswithoutpermission,interrupts,makesfunofothers,hums,taps,burps,etc.)
43.2 Makesunnecessaryphysicalcontactwithothers(e.g.,touches,hugs,etc.)
44.1 Isimpulsive(e.g.,reactsimmediatelytosituationswithoutthinking,isimpatient,failstowaitforaturnorforassistancefromaninstructor,etc.)
45.4 Failstocomplywithteachersorotherschoolper-sonnel(e.g.,refusestodowhathe/sheistold,goesondoingwhathe/shewasdoing,doestheoppositeofwhathe/sheistold,etc.)
46.2 Ignoresconsequencesofhis/herbehavior(i.e.,knowsthathis/herbehaviorwillresultinanegativeconsequencebutengagesinthebehavioranyway)
47.1 Failstofollowaroutine(e.g.,doesthingsoutoforder,doesnotwaitforanactivityatthescheduledtime,etc.)
48.1 Doesnotfollowtherulesofgames
49.1 Leavesseatwithoutpermission
50.1 Doesnotworkinagroupsituation(e.g.,doesnotstayon-taskandworkproductivelyatatablewithpeers,atadeskwithpeersnearby,etc.)
51.1 Hops,skips,andjumpswhenmovingfromoneplacetoanotherinsteadofwalking
52.1 Handlesobjects(e.g.,twirlspencils,playswiththingsindesk,spinsrulersonpencils,clicksball-pointpens,repeatedlysharpenspencils,etc.)
53.1 Talksbeyondwhatisexpectedoratinappropriatetimes
54.1 Doesnotwaitappropriatelyforassistancefrominstructor
55.1 Doesnotadjustbehaviortoexpectationsofdiffer-entsituations(e.g.,getsexcitedatrecessanddoesnotsettledown,etc.)
56.1 Engagesininappropriatebehaviorswhileseated(e.g.,tipschairordesk,putsfeetondesk,touchesothersastheywalkby,tapsandmakesnoises,etc.)
57.2 Becomesoverexcited(e.g.,losescontrolingroupactivities,becomesloud,etc.)
58.2 Demonstratesinappropriatebehaviorwhenmovingwithagroup(e.g.,failstostayinline,runs,pushes,etc.)
59.3 Movesaboutunnecessarily(e.g.,leavesseat,walksaroundtheclassroom,rocks,shakeshead,etc.)
60.4 Engagesinnervoushabits(e.g.,bitesfingernails,twirlshair,chewsinsideofcheek,chewspencilsorpens,spinsortwirlsobjects,etc.)RawScore
Page 3Copyright © 2004 Hawthorne Educational Services, Inc.
68
51
ADDES-4
School Version Rating Form
Important: Before using this scale, read the section titled Rating Guidelines on page one.
Name of student: Gender:
School:
Class: Grade:
City: State:
Date of rating: (year) (month) (day)
Date of birth: (year) (month) (day)
Age at rating: (years) (months) (days)
Rated by (observer’s name):
Dates during which observation of student occurred:From To
Amount of time spent with the student:Per day Per week
SCHOOL VERSION RATING FORMStephen B. McCarney
ADDES-4 SVCopyright © 2013Hawthorne Educational Services, Inc.
It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete anyreproduction of this form. The original form is beige with brown print. If you have this form in any other color, it was
illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne EducationalServices, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
PROFILESHEET
SUMMARY OF SCORES
SubscalesRaw
ScoreStandard
Score(Appendix A)
StandardScore SEM(Appendix C)
1. Inattentive 68 9 .802. Hyperactive-Impulsive 51 10 .78
TOTAL SCORESum of
Subscale SS Quotient(Appendix B)
Percentile(Appendix B)
QuotientSEM
(Appendix C)
ConfidenceInterval(Chapter 3)
19 94 36 3.14 95 %
Page 4
How well the student is known by the rater (indicate type of interactions):
StandardScores
Subscales
Quotients Quotient PercentilesPercentile
RankInattentiveHyperactive-
Impulsive
2019181716151413121110987654321
••••••••••••••••••••
••••••••••••••••••••
15014514013513012512011511010510095908580757065605550
•••••••••••••••••••••
>99 9590858075706560555045403530252015105
<1
•••••••••••••••••••••
Individual or group interactionon a daily basis during social studies class.
Andrew ThomasMidvale Middle School
social studiesMidvale
M. Jackson
M
PA2010 5 9
6
1997
13
9/09 5/10
1 hour
XX
XX
5 hours
1
3
21
18
HOME VERSION RATING FORMStephen B. McCarney
COVER SHEETRATING GUIDELINES
• The child or youth should be rated by persons with primary observational opportunities who interact directly with the child or youth in the home environment.
• The rater should conduct his/her ratings inde-pendently without conferring with others.
• It is not necessary to complete the rating for a child or youth in one day. Several days may elapse before the observer is able to complete the scale.
• The rater should rely on his/her personal ob-servation of the child’s or youth’s behavior as it occurs naturally in the home environment.
• It is recommended that the rater read each quantifier with the item, before rating the item. Using item 13 as an example, the rater would first read, “Not developmentally appropriate for age to start but not complete homework (e.g., too young for homework),” then “Not observed starting but not completing homework,” then “One to several times per month starts but does not complete homework,” then “One to several times per week starts but does not complete homework,” then “One to several times per day starts but does not complete homework,” and finally, “One to several times per hour starts but does not complete homework.”
• If the behavior/skill is developmentally beyond what is expected for the child’s or youth’s age, the rating should be
NOT DEVELOPMENTALLY APPROPRIATE FOR AGE.
• If the rater has not personally observed the child or youth demonstrate a specific behav-ior(s), the rating should be
NOT OBSERVED.
• If the rater has had the opportunity to observe the child or youth for more than one month and has observed the behavior one to several times (i.e., one to three times), the rating should be
ONE TO SEVERAL TIMES PER MONTH.
• If the behavior has been observed one or more times per week, even several times per week (i.e., one to four times), the rating should be
ONE TO SEVERAL TIMES PER WEEK.
• If the behavior has been observed at least once a day or more than one time a day (i.e., one to four times), the rating should be
ONE TO SEVERAL TIMES PER DAY.
• If the behavior has been observed at least once an hour and included behaviors with unlimited frequency which may even defy accurate count-ing at extremely high rates, the rating should be
ONE TO SEVERAL TIMES PER HOUR.0
1
2
3
4
5
Page 1
IMPORTANT *** PLEASE NOTE: *** IMPORTANTIt is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete any reproduction of this form. The original form is beige with brown print. If you have this form in any other color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
Item #04831ADDES-4 HVCopyright © 2013 6/13
Hawthorne Educational Services, Inc.800 Gray Oak DriveColumbia, MO 65201
H A W T H O R N EPhone: (800) 542-1673 FAX: (800) 442-9509
www.hawthorne-ed.com
Page 2
TO RATER:Rateeveryitemusingthequantifiers(0-5)provided.Everyitemmustberated.Do not leave any boxes blank.
NOTDEVELOPMETALLY
APPROPRIATEFOR AGE
NOT OBSERVED
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
0 1 2 3 4 5
MONTH WEEK DAY HOUR
1. 3 Is easily distracted by other things hap-pening in the home (e.g., other children, TV, radio, etc.)
2. 4 Does not listen to what others are saying
3. 2 Does not direct attention or fails to main-tain attention to important sounds in the immediate environment (e.g., conversa-tions, instructions, etc.)
4. 4 Does not hear all of what is said (e.g., misses word endings, misses key words such as “do not,” etc.)
5. 2 Needs oral questions and directions fre-quently repeated (e.g., says, “I don’t un-derstand,” needs constant reminders, etc.)
6. 4 Has difficulty concentrating (e.g., staying on-task, following a conversation, etc.)
7. 4 Is disorganized with possessions (e.g., loses or does not find toys, clothes, etc.)
8. 3 Does not remain on-task to do homework (e.g., is more interested in other activities, sits and does nothing, etc.)
9. 4 Does not listen to or follow verbal directions
10. 4 Forgets (e.g., forgets things, forgets to re-turn things, forgets to do things, etc.)
11. 4 Changes from one activity to another without finishing the first, without putting things away, before it is time to move on to the next activity, etc.
12. 5 Has a short attention span (e.g., does not sit still while a story is being read, does not keep his/her attention on homework as-signments, is easily distracted, etc.)
13. 3 Starts but does not complete homework
14. 4 Does not independently perform chores or responsibilities (e.g., has to be reminded, does not begin or complete responsibilities without assistance, etc.)
15. 5 Does not remain on-task to study or pre-pare for tests or quizzes
16. 3 Does not organize responsibilities (e.g., fails to do homework, neglects to perform chores, loses things, does not come home on time, is late for school, does not return things, etc.)
17. 4 Does not prepare for school assignments (e.g., does not study for tests or quizzes, does not read assigned material, etc.)
18. 4 Rushes through chores or tasks with little or no regard for quality of work (i.e., careless)
19. 5 Does not read or follow written directions
20. 4 Is easily frustrated (e.g., gives up easily, does not put forth his/her best effort, etc.)
SUBSCALE 1
Copyright © 2004 Hawthorne Educational Services, Inc.
ADDES-4
Home Version Rating Form
NOTDEVELOPMETALLY
APPROPRIATEFOR AGE
NOT OBSERVED
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
ONE TOSEVERAL
TIMES PER
0 1 2 3 4 5
MONTH WEEK DAY HOUR
21. 5 Fails to follow necessary steps in doing things (e.g., performing chores, operating tools or appliances, etc.)
Raw Score
SUBSCALE 2
22. 5 Does not follow directions from parents or other authority figures in the home (e.g., refuses to do what he/she is told, goes on doing what he/she was doing, does the op-posite of what he/she is told, etc.)
23. 5 Refuses to follow requests or accept deci-sions made by parents or other authority figures in the home (e.g., does not take “no” for an answer)
24. 4 Does not wait his/her turn in activities or games
25. 2 Grabs things away from others
26. 4 Interrupts others (e.g., begins talking while others are talking, pulls on parents while they are talking to others, etc.)
27. 4 Is impulsive (e.g., reacts immediately to situations without thinking, is impatient, fails to wait for a turn or for assistance, etc.)
28. 5 Fails to follow a routine (e.g., does things out of order, does not wait for an activity at the scheduled time, etc.)
29. 4 Begins things before receiving directions or instructions (e.g., putting things together, performing chores, using tools, etc.)
30. 3 Intrudes on others (e.g., during private times; when people are talking, trying to work, or involved in activities; etc.)
31. 4 Is easily angered, annoyed, or upset
32. 4 Bothers others while they are trying to work, play, etc.
33. 5 Ignores consequences of his/her behavior (e.g., knows that his/her behavior will re-sult in a negative consequence but engag-es in the behavior anyway)
34. 4 Has accidents which are the result of im-pulsive or careless behavior
35. 5 Moves about while seated, squirms, fidg-ets, etc.
36. 5 Appears restless (e.g., shifts position in seat, paces about, etc.)
37. 2 Does not follow the rules of games
38. 3 Does not remain seated
39. 4 Does not adjust behavior to expectations of different situations (e.g., gets excited at the playground and does not settle down, etc.)
40. 5 Becomes overexcited (e.g., loses control in group activities, becomes loud, etc.)
41. 3 Climbs on things
42. 5 Moves about unnecessarily (e.g., walks around, rocks, shakes head, etc.)
43. 5 Runs in the house, does not sit appropri-ately on the furniture, yells, etc.
44. 5 Runs in the shopping mall, pushes and makes noises in line at the movies, yells in stores, etc.
45. 5 Makes excessive noise
46. 3 Behaves inappropriately when riding in the car (e.g., refuses to wear a seat belt, throws things out the window, fights with others, etc.)
Raw Score
Page 3Copyright © 2004 Hawthorne Educational Services, Inc.
80
103
ADDES-4
Home Version Rating Form
Name of child: Gender:
School: Grade:
City: State:
Date of rating: (year) (month) (day)Date of birth: (year) (month) (day)Age at rating: (years) (months) (days)Rated by: Relationship to the child:
HOME VERSION RATING FORMStephen B. McCarney
Important: Before using this scale, read the section titled Rating Guidelines on page one.
ADDES-4 HVCopyright © 2013Hawthorne Educational Services, Inc.
It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete anyreproduction of this form. The original form is beige with brown print. If you have this form in any other color, it was
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Page 4
PROFILESHEET
SUMMARY OF SCORES
SubscalesRaw
ScoreStandard
Score(Appendix A)
StandardScore SEM(Appendix C)
1. Inattentive 80 5 1.392. Hyperactive-Impulsive 103 3 1.29
TOTAL SCORESum of
Subscale SS Quotient(Appendix B)
Percentile(Appendix B)
QuotientSEM
(Appendix C)
ConfidenceInterval(Chapter 3)
8 76 5 5.19 99 %
StandardScores
Subscales
Quotients Quotient PercentilesPercentile
RankInattentiveHyperactive-
Impulsive
2019181716151413121110987654321
••••••••••••••••••••
••••••••••••••••••••
15014514013513012512011511010510095908580757065605550
•••••••••••••••••••••
>99 9590858075706560555045403530252015105
<1
•••••••••••••••••••••
Thomas B. Andrews M
PA1Midvale Elementary
M. Jacksonmother
Midvale20132005
7 1053 21
3
18
X
X
X
X
1. Allowthestudenttoperformschoolworkinaquietplace(e.g.,studycarrel,library,re-sourceroom,etc.)inordertoreducedistractions.
2. Assignthestudentshortertaskswhileincreasingaccuracyandqualityexpectations.
3. Supervisethestudentwhilehe/sheisperformingschoolworkinordertomonitorac-curacyandquality.
4. Providethestudentwithclearlystatedcriteriaforacceptablework.
5. Havethestudentread/gooverschool-workwiththeteacherinorderthatthestudentcanbecomemoreawareoftheaccuracyandqualityofhis/herwork.
6. Providethestudentwithsamplesofworkwhichmayserveasmodelsforacceptablelevelsofaccuracyandquality(e.g.,thestudentistomatchthequalityofthesamplebeforeturningintheassignment).
7. Providethestudentwithadditionaltimetoperformschoolworkinordertoachievein-creasedaccuracyandquality.
8. Teachthestudentproceduresforimprov-ingaccuracyandqualityofwork(e.g.,listentodirections,makecertaindirectionsareunder-stood,workatanacceptablepace,checkforerrors,correctforneatness,copytheworkover,etc.).
9. Recognizeaccuracyandquality(e.g.,displaystudent’swork,congratulatethestudent,etc.).
10. Conductapreliminaryevaluationofthework,requiringthestudenttomakenecessarycorrectionsbeforefinalgrading.
11. Establishlevelsofexpectationsforac-curacyandqualityofperformanceandrequirethestudenttocorrectorrepeatassignmentsuntiltheexpectationsaremet.
12. Providethestudentwithqualitymateri-alstoperformtheassignment(e.g.,pencilwitheraser,paper,dictionary,handwritingsample,etc.).
13. Makecertainthatalleducatorswhoworkwiththestudentmaintainconsistentexpecta-tionsofaccuracyandquality.
14. Havethestudentquestionanydirections,explanations,andinstructionsnotunderstood.
15. Assessstudentperformanceinavari-etyofways(e.g.,havethestudentgiveverbalexplanations,simulations,physicaldemonstra-tions,etc.).
16. Giveshorterassignments,butgivethemmorefrequently.Increasethelengthofassign-mentsasthestudentdemonstratessuccess.
17. Structuretheenvironmentinsuchawayastoprovidethestudentwithincreasedop-portunitiesforhelporassistanceonacademicorhomeworktasks(e.g.,peertutors,seatthestudentneartheteacheroraide,etc.).
18. Providethestudentwithclearlystatedwrittendirectionsforhomeworkinorderthatsomeoneathomemaybeabletoprovideassistance.
19. Teachthestudentstudyskills.
20. Reducedistractingstimuli(e.g.,placethestudentinthefrontrow,provideacarrelor“of-fice”spaceawayfromdistractions,etc.).Thisistobeusedasameansofreducingdistractingstimuliandnotasaformofpunishment.
IV. Interventions
1 Rushes through assignments with little or no regard for accuracy or quality of work
Attention Deficit Disorder
Intervention Manual
10Copyright © 1994 Hawthorne Educational Services, Inc.
1. Carefullyconsiderifyourchildiscapableofperformingtheresponsibilitiesexpectedofhim/her.Donotgiveyourchildtoomanychorestodoatonce;makesurehe/shegetsupearlyenoughtogettoschoolontime;providemorethanenoughtimetoperformaresponsibility,etc.;anddonotexpectperfection.
2. Establishrulesforperformingeverydayex-pectations(e.g.,getupontimeforschool,doyourchoresrightafteryougethomefromschool,finishyourhomeworkbeforeyouwatchTV,etc.).Theserulesshouldbeconsistentandfollowedbyevery-oneinthehome.Talkabouttherulesoften.
3. Establisharoutineforyourchildtofollowwhengettingreadyforschool,performingchores,doinghomework,etc.Thiswillhelpyourchildrememberwhatisexpected.
4. Rewardyourchildforgettingthingsdonewithoutbeingdistracted.Possiblerewardsincludeverbalpraise(e.g.,“You’reontimeforschool.Goodforyou!’’“ThankyouforrememberingtofinishyourhomeworkbeforeyouturnedontheTV.’’etc.),akissonthecheek,ahug,havingafriendovertoplay,stayinguplate,watchingafa-voriteTVshow,andplayingagamewithaparent.(SeeAppendixforRewardMenu.)
5. Ifthereareotherchildrenoradolescentsinthehome,rewardthemforgettingthingsdonewithoutbecomingdistracted.
6. Modelforyourchildtheappropriatewaystogetthingsdonewithoutbecomingdistracted.Showyourchildhowtofollowaroutinebyfollow-ingoneyourselfandgettingthingsdoneontime.
7. Makecertainthatyourchildseestherela-tionshipbetweenbehaviorandtheconsequenceswhichfollow(e.g.,failingtofeedthedogwillcausethedogtogohungry).
8. Whenyourchilddoesnotgetsomethingdonebecausehe/shewasdistracted,explainexactlywhathe/shedidwrong,whatshouldhavebeendoneandwhy.
Forexample:Yourchildissupposedtocatchtheschoolbusat7:45a.m.butisstillgettingdressedwhenthebusarrives.Gotoyourchildandexplainthatthebuswasmissedbecausehe/shewasnotreadyontime.Explainthatitisunacceptabletomissthebusbecauseyoudon’thavetimetotakehim/hertoschool.
9. Writeacontractwithyourchild.
Forexample:I,William,willbereadyandwaitingfortheschoolbusat7:40a.m.forthreedaysinarow.WhenIaccomplishthis,Icanwatch30extraminutesofTV.
Thecontractshouldbewrittenwithintheabilitylevelofyourchildandshouldfocusononlyonebehavioratatime.(SeeAppendixforanexampleofaBehaviorContract.)
10. Allownaturalconsequencestooccurduetoyourchildbecomingdistractedandnotgettingthingsdone(e.g.,apetgoeshungryifnotfed,possessionsarelostifnotputaway,etc.).
11. Alongwithadirective,provideanincen-tivestatement(e.g.,“Afteryougetreadyforbed,youmaywatchTV.’’).
12. Provideyourchildwithwrittenremind-ers(e.g.,alistpostedinthebathroom,indicatingwhathis/herchoresareandwhentheyneedtobedone).(SeeAppendixforListofChores.)
13. Tellyourchildwhenitistimetosetthetable,feedthedog,etc.
14. Limitthenumberofchoresforwhichyourchildisresponsibleandgraduallyincreasethenumberofchoresasyourchilddemonstratestheabilitytogetthemdoneontimewithoutbecomingdistracted.
II. Behaviors and Interventions
1 Is easily distracted by other things in the home
Parent’s Guide to
Attention Defict Disorder