1.16 The School's Role and Responsibilities in the Diagnosis of ADHD
Information about Current School Functioning
As described in List 1.15, the diagnosis of ADHD is dependent on gathering sufficient information from multiple sources to get a clear picture of how ADHD symptoms are affecting a child's functioning in more than one setting. School is a key setting—where the child spends much of his or her life.
No one is in a better position than the teacher to report on the child's school performance compared to other students of that age and grade. This includes the teacher's observations and objective information indicating the student's academic productivity and social, emotional, and behavioral functioning.
The teacher should be prepared to share information regarding the student's ability to exhibit self-control, stay focused and on task, interact with peers and adults, initiate and follow through on assignments, and other behaviors.
In an appropriate evaluation for ADHD, teachers will be asked to report their observations about the student through standardized behavior rating scales, questionnaires, narrative statements, phone interviews, or other measures.
Other indicators of a student's current school performance (academic and behavioral) may be helpful as well—for example, disciplinary referrals (among the records of guidance counselors or administrators) and work samples.
Direct observations of the student's performance in the classroom and other settings (such as the playground ...
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