ABSTRACT

Evidence-based practice in psychology (EBPP) has long focused on treatment, but evidence-based psychological assessment (EBPA) is also crucial given the important role of accurate and reliable diagnostic practices in treatment planning. In terms of the diagnosis of attention-deficit/hyperactivity disorder (ADHD), EBPA practices are well-established for children, and more recently for adults, but for college students in particular there are special considerations that warrant attention. College students with symptoms of ADHD have some challenges that are unique, and thus the assessment and diagnosis of ADHD in these students is unique. The aim of this review is not to cover all EBPA strategies for diagnosing ADHD in emerging adult college students; rather, we will focus on the unique considerations at play in college ADHD assessment. These include (a) conceptual matters such as the appropriateness of the DSM-5 criteria for college students, the limitations of our understanding of ADHD this population because of a lack of diversity in research studies, and the issue of late-identified ADHD; and (b) practical matters, such as specific documentation needs, how to gather and interpret self- and other-report of symptoms, how to assess impairment, and alternate explanations for ADHD-like symptoms in college students.

摘要

长期以来，循证心理学实践 (EBPP) 一直专注于治疗，但鉴于准确可靠的诊断实践在治疗计划中的重要作用，循证心理评估 (EBPA) 也至关重要。在注意力缺陷/多动障碍 (ADHD) 的诊断方面，EBPA 实践对儿童来说已经很成熟，最近对成年人来说也是如此，但对于大学生来说，特别是有一些特殊的考虑值得关注。有 ADHD 症状的大学生面临着一些独特的挑战，因此这些学生对 ADHD 的评估和诊断是独一无二的。本综述的目的不是涵盖所有用于诊断新兴成年大学生 ADHD 的 EBPA 策略；相反，我们将关注在大学 ADHD 评估中发挥作用的独特考虑因素。这些包括 (a) 概念性问题，例如DSM-5标准对大学生的适用性，由于研究缺乏多样性，我们对这一人群的 ADHD 理解的局限性，以及晚期发现的 ADHD 问题；(b) 实际问题，例如特定的文件需求、如何收集和解释自我和其他症状的报告、如何评估损伤以及对大学生 ADHD 样症状的替代解释。