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Clinical Pediatrics
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Measures of Attention Deficit

Part I: Questionnaires

Thomas A. Blondis, MD

Department of Child Health, Division of Developmental Pediatrics, University of Missouri-Columbia

Pasquale J. Accardo, MD

Knights of Columbus Developmental Center, Department of Pediatrics, St. Louis University, St. Louis, Missouri

Jeffrey H. Snow, PhD

Department of Educational Psychology, University of Missouri-Columbia, Columbia, Missouri

Despite much progress in the diagnosis and management of children with attentional problems, hyperactivity, and learning difficulties, current diagnostic techniques remain inadequate to readily distinguish a primary attentional disorder from a more complex secondary problem. Developmental and behavioral questionnaires to supplement office evaluation of hyperactivity, neuromaturation, and selected cognitive processes continue to be improved. These measures suffer from different biases, focus on different childhood characteristics and associated problems, and approach childhood interaction with the environment differently. Several are psychometrically more sound, and several provide the physician with developmental and social information that may help improve the habilitative prescription.

The general pediatrician can use these questionnaires to complement his or her evaluation and follow-up of children who present with learning and behavioral problems. Prior to choosing an instrument, the clinician should review the advantages of each and choose the one most suited to his or her practice.

Clinical Pediatrics, Vol. 28, No. 5, 222-228 (1989)
DOI: 10.1177/000992288902800505
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[Abstract] [PDF]