Abstract
This chapter describes current theories and research that informs the psychologist who plays a central role in the initial diagnosis and subsequent assessments of children with attention deficit hyperactive disorder (ADHD). Knowing the overall cognitive ability of a child with ADHD is of relevance in planning behavioral and educational programming. Current theories described in this chapter have, for example, also implicated the significance of working memory impairments in ADHD. The Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV) also has considerable clinical value for monitoring cognitive changes of paramount importance in determining the efficacy of medical, psychological, and educational programs. Intelligence testing plays an integral role in the assessment process. Intelligence tests like the Wechsler scales are not sufficiently sensitive to be used exclusively in making a diagnosis of ADHD or for discrimination among the various subtypes of ADHD. Clinical and educational needs may require a reexamination of a child's ability in a short span of time to confirm the first test results or to ensure an accurate diagnosis.
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