2025 - 2026 Assessments

LEARNING DISABILITIES AND ADHD

Introduction to the ADHDT-2

The Attention-Deficit/Hyperactivity Disorder Test–Second Edition (ADHDT-2) is a norm-ref- erenced screening test used to identify persons who have attention-deficit/hyperactivity disorder (ADHD). This examiner’s manual provides basic information about ADHD, instructions for administering and scoring the scale, procedures for interpreting the results, and technical information about the instrument. This chapter provides background information about ADHD and suggested uses of the scale. Basic Information About ADHD The content of the ADHDT-2 is based on the definition of attention-deficit/hyper- activity disorder from the Diagnostic and Statistical Manual of Mental Disorders– Fifth Edition ( DSM-5 ; American Psychiatric Association, 2013). Basic information about the disorder is summarized below. Attention-deficit/hyperactivity disorder is the most common disorder among children and adolescents referred for mental health services (Sclar et al., 2012). Accord- ing to the American Psychiatric Association (2013), the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. The condition begins in childhood and affects individu- als differently and to varying degrees. Symptoms vary depending on context. Several factors can impact the disorder, including reinforcement of the behavior, close supervi- sion, novelty of stimuli, interest in the activity, external stimulation, and one-to-one interaction. Features frequently associated with ADHD may include mild delays in language, motor, or social development. Additionally, low frustration tolerance, irritability, or mood lability may be observed. Academic and work performance are often impaired. Individuals with ADHD may exhibit cognitive problems in tasks involving attention, executive functioning, and memory. The American Psychiatric Association (2013) stated that ADHD occurs in most cultures in about 5% of children and about 2.5% of adults and occurs about twice as frequently in males as in females in the general population (2:1 in children and 1.6:1 in adults). Females are more likely than males to present primarily with inattentive features. Symptoms of the disorder are often first observed when the child is a toddler, most noticeably, in excessive motor activity (hyperactivity). However, because many children are highly active before age 4, the disorder often does not become obvious until the child enters school. When exposed to school and classroom structure, deficits in attention become more apparent and cause impairments in learning and social inter- action. As a result, most children with ADHD are identified during elementary school years. The behavior of children with ADHD is relatively stable through early adoles- cence. Often, the hyperactive behavior lessens and becomes less obvious as the child

Attention-Deficit/Hyperactivity Disorder Test–Second Edition ADHDT-2 Summary/Response Form James E. Gilliam

Section 1. Identifying Information

Robin Vacarro

Isabelle P.

Examinee’s Name

Rater’s Name Rater’s Title Rater Has Known Student for

6th grade teacher

Year

Month

Day

13 0 12 30 47

4-1/2

2014 2001

1 1

Date of Rating

_________ _ ______ _ _ _________

(years/months)

Date of Birth

_________ _ ______ _ _ _________

Tony Alba Educational Diagnostician

Examiner’s Name Examiner’s Title

Age

_________ _ ______ _ _ _________

6th

✓

Female

Male

Grade

Albright Elementary

School

Section 2. Test Results

Raw Scores

Percentile Ranks

Scaled Scores

Subscales

SEM s

34 45

50 75

10 12

Inattention

Hyperactivity/Impusivity

Sum of Scaled Scores

106

ADHD Index

Section 3. Interpretation Guide

ADHD Index

55–70

71–79

80–89

Probability

Very

Unlikely

Possible

Likely

of ADHD

Unlikely

Likely

Figure 3.1. Completed Summary/Response Form, page 1, for Isabelle.

raw score totals are converted to percentile ranks and scaled scores using the appropri- ate table in Appendix A. Isabelle’s raw score for the Inattention subscale is 34. To find the percentile rank, the examiner would find Inattention in the top row of the table in Appendix A.4 and move down the column to the raw score of 34. This score is located in the row contain- ing raw scores 32 to 34. This value converts to a percentile rank of 50 (found in the

• An interpretation guide in the Examiner’s Manual allows the examiner an easy and efficient method for assessing the probability of attention-deficit/hyperactivity disor- der and the severity of the disorder. RELIABILITY AND VALIDITY • Internal consistency (content sampling) reliability coefficients for the subscales exceed .85; and for the ADHD Index, that number exceeds .96. • Test–retest (time sampling) reliability coefficients exceed .80 for the subscales and .84 for the ADHD Index. • Interrater reliability intraclass coefficients exceed .80 and .90 for the ADHD Index. • Correlations of the ADHDT-2 scores with those of other well-known diagnostic tests for ADHD are large or very large in magnitude. • All-new validity studies show that the test results are valid for a wide variety of sub- groups, as well as for the general population. • Diagnostic accuracy studies indicate that the ADHDT-2 is able to discriminate chil- dren with attention-deficit/hyperactivity disorder from typical children without ADHD (i.e., sensitivity = .90, specificity = .82, ROC/AUC = .95). • Confirmatory and exploratory factor analyses demonstrate the theoretical and empiri- cal validity of the subscales.

Based on the DSM-5 definition of attention-deficit/ hyperactivity disorder.

ADHDT-2: Attention-Deficit/Hyperactivity Disorder Test–Second Edition James E. Gilliam AGES: 5 through 17

TESTING TIME: 3 to 5 minutes ADMINISTRATION: Individual

The Attention-Deficit/Hyperactivity Disorder Test , now in its second edition, helps teach- ers, parents, and clinicians identify ADHD in individuals and estimate its severity. It is based on the 2013 diagnostic criteria for attention-deficit/hyperactivity disorder adopted by the APA and published in the Diagnostic and Statistical Manual of Mental Disorders– Fifth Edition (DSM-5) . The test yields standard scores, percentile ranks, severity levels, and probability of ADHD. The test has 33 clearly stated items that describe the characteristic behaviors of persons with ADHD. The items are grouped into two subscales: Inattention and Hyperactivity/ Impulsivity. FEATURES OF THE ADHDT-2 • Items and subscales reflect DSM-5 diagnostic criteria for ADHD. • The Hyperactivity and Impulsivity subscales were merged into one subscale. • The overall number of items was reduced to 33. • Both subscales and the ADHD Index have been empirically determined to be valid and sensitive for identification of children with ADHD. • All-new normative data were collected on a sample of 1,591 examinees diagnosed with ADHD. Data were collected in 2013 from 44 states and the District of Columbia. • Demographic characteristics of the normative sample are keyed to those reported by the U.S. Bureau of the Census, 2011.

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2025–2026 ASSESSMENTS | 107