First, Some General Guidelines

GUIDELINES UBC First, some general guidelines:

1. Answer the questions according to how children usually behave. As part of the assessment of childhood ADHD, parents are often asked how 2. Only rate the behaviours if they much their child shows specific can’t be explained by something about behaviours the situation or by other problems the child has.

Sometimes, it is hard to know just 3. Consider how the child behaves what is meant by these questions. without help from an adult. Parenting Lab Unfortunately, if clinicians and parents UBC Psychology Department mean different things errors can occur. 604-822-9037 4. Rate the child compared to other Toll free: 1-866-558-5581 children of the same age and gender. www.psych.ubc.ca/~cjlab This brochure gives you information about what the questions on ADHD questionnaires mean and what they DO NOT mean. This information Attention- should help you decide whether or not Deficit/Hyperactivity your child engages in the behaviours. Disorder TIPS FOR ANSWERING QUESTIONS ABOUT: ●●●●●● INATTENTION ~Some questions ask if a child has Childhood Attention- trouble with attention. These items Deficity/Hyperactivity would apply to a child who shows the following behaviours: Disorder (ADHD) Stares into space or daydreams, Avoids task because he/she is can be explained by the situation or    Is temporarily excited or worked up even when you’re talking to him/her nervous, anxious, or fearful other conditions; for example, if the  Is chatty, but can be quiet when child:  Rarely finishes projects or gives up  Is inattentive only in some situations necessary easily  Displays these behaviours because TIPS FOR ANSWERING  Is talkative because he/she is he/she has been waiting a very long  Needs lots of reminders QUESTIONS ABOUT: argumentative and likes to have the time last word  Is messy or sloppy HYPERACTIVITY  Displays these behaviours in  Makes silly mistakes situations where there is a real ~Other questions ask about a child’s TIPS FOR ANSWERING emergency or if he/she is frightened  Leaves things until the level of activity. These questions QUESTIONS ABOUT: last minute would apply to a child who shows the IMPULSIVITY  Interrupts only following types of behaviours: because he/she likes  Complains that things are too hard ~Some questions ask to be the centre of or take too long  Fiddles with things like pencils or about a child’s attention buttons on clothing  Forgets things like backpacks and impulsiveness. These  Can control his/her impulses for long jackets at school  Taps his/her fingers or feet items would apply to a periods of time when necessary and swings his/her legs  Is unable to ignore sounds child who shows the like telephones and sirens  Gets up to walk around when following types of behaviour:  Is always misplacing things reading or eating or watching TV  Interrupts and finishes your Treats furniture like exercise sentences  Has trouble following more  equipment than one instruction at a time  Starts things before you have  Gives a running commentary, is finished giving instructions always chatting, or adds sound effects  Speaks out without putting  Seems to have endless his/her hand up in class energy or is always in motion  Wants to go first, or yells “me, me!” These questions do not apply  Can’t wait for his/her turn when These items do not apply when the when the child’s behaviour playing games can be explained by the situation or child’s behaviour can be explained by  Has trouble other conditions; for example, the situation or other conditions; for waiting in line example, if the child: if the child:  Jumps into the middle of others’  Is over-active due to tics or  Deliberately refuses to activities without being invited do things nervousness  Acts or makes decisions without  Is naturally active, but can sit still  Lacks the skills or is thinking unable to do the task when required These items do not apply  Is over-active only when hungry, when the child’s behaviour tired, or stressed