ADDES-3 QUICK SCORE SCHOOL VERION PROFILE SAMPLE
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1 ATTENTION DEFICIT DISORDERS EVALUATION SCALE-THIRD EDITIO SCHOOL VERSION RATING FORM PROFILE SHEET SUMMARY OF SCORES Name: Andrew Thomas Gender: Male Raw Standard Standard School: Midvale Middle School Score Score Score SEM (Appendix A) (Appendix C) Class: social studies Grade: 6 City: Midvale State: PA 1. Inattentive Date of rating: Date of birth: Age at rating: 1988 (years) (month) (day) 1 21 (month) (day) 13 3 (months) How well the student is known by the rater (indicate type of interactions): Individual or group interaction on a daily basis Stephen B. McCarney (days) 2. Hyperactive- Total Scale Sum of Subscale SS %ile 9 37 SEM (Appendix C) Standard Hyperactive- Scores Inattentive s Percentiles > <1 ADDES-3 Copyright (c) 200 Hawthorne Educational Services, Inc. SCHOOL VERION PROFILE SAMPLE Confidence Interval 68% Percentile Rank
2 The Inattentive subscale represents the student who has difficulty focusing and sustaining attention to specific tasks on a regular basis. The understanding is that behaviors within this subscale reflect difficulty with such expectations as assignment completion, remaining on-task, and following directions that is not due to deliberate noncompliance. The difficulties with maintenance of attention to task reflected in these items are considered to be a manifestation of deficits in attentional skills that result in academic or social concerns. Andrew scored within one standard deviation below the mean on the Inattentive subscale. The following are primary behaviors of concern: 1. Rushes through assignments with little or no regard for accuracy or quality of work 2. Is easily distracted by other activities in the classroom, other students, the teacher, etc. 3. Does not listen to what other students are saying. Does not direct attention or fails to maintain attention to important sounds in the immediate environment 12. Has difficulty concentrating 13. Loses place when reading 1. Omits, adds, substitutes, or reverses letters, words, or sounds when reading 1. Fails to copy letters, words, sentences, and numbers from a textbook, chalkboard, etc. 16. Omits, adds, or substitutes words when writing. Fails to complete homework assignments and return them to school. Does not perform or complete classroom assignments during class time 19. Is disorganized to the point of not having necessary materials, losing materials, failing to find completed assignments, failing to follow the steps of the assignment in order, etc. 22. Does not prepare for school assignments The Hyperactive- subscale represents the student who has difficulty controlling impulses and behavioral responses to environmental stimuli. Behaviors within this subscale include such reactions as grabbing things from others, interrupting others, moving about while seated, and not waiting for instructions. Again, these behaviors are understood to be due to difficulties with control of impulses and actions rather than deliberate acts of noncompliance. Andrew scored at the mean on the Hyperactive- subscale. The following are primary behaviors of concern: 37. Talks to others during quiet activity periods 1. Bothers other students who are trying to work, listen, etc. 2. Makes unnecessary comments or noises in the classroom. Fails to comply with teachers or other school personnel 9. Moves about unnecessarily. Engages in nervous habits BEHAVIORS OF CONCERN SCHOOL VERSION SAMPLE
3 ATTENTION DEFICIT DISORDERS EVALUATION SCALE-THIRD EDITION HOME VERSION RATING FORM PROFILE SHEET SUMMARY OF SCORES Name: Thomas B. Andrews Gender: Male Raw Standard Standard School: Midvale Elementary Grade: 1 Score Score Score SEM (Appendix A) (Appendix C) City: Midvale State: PA Date of rating: Inattentive 0.66 (month) (day) Date of birth: 2. Hyperactive (month) (day) Age at rating: 7 (years) Relationship to the child: Mother (months) Stephen B. McCarney (days) Total Scale Sum of Subscale SS 6 72 %ile Standard Hyperactive- Scores Inattentive s Percentiles > < 1 ADDES-3 Copyright (c) 200 Hawthorne Educational Services, Inc. HOME VERION PROFILE SAMPLE SEM (Appendix C) 2.32 Confidence Interval Percentile Rank 68%
4 The Inattentive subscale represents the child or youth who has difficulty focusing and sustaining attention to specific tasks on a regular basis evidenced by starting but not completing activities, difficulty organizing responsibilities and possessions, and changing from one activity to another without finishing the first. The child is easily distracted by other things happening in the home, has difficulty concentrating, and is unsuccessful in activities requiring listening. Chores or tasks are often rushed through with little or no regard to quality of work. The difficulties with maintenance of attention to task reflected in these items are considered to be a manifestation of deficits in attentional skills that result in social concerns. Thomas scored at two standard deviations below the mean on the Inattentive subscale. The following are primary behaviors of concern: 1. Is easily distracted by other things happening in the home 2. Does not listen to what others are saying. Does not hear all of what is said 6. Has difficulty concentrating 7. Is disorganized with possessions 8. Does not remain on task to do homework 9. Does not listen to or follow verbal directions. Forgets 11. Changes from one activity to another without finishing the first, without putting things away, before it is time to move on to the next activity, etc. 12. Has a short attention span 13. Starts but does not complete homework 1. Does not independently perform chores or responsibilities 1. Does not remain on task to study or prepare for tests or quizzes 16. Does not organize responsibilities. Does not prepare for school assignments. Rushes through chores or tasks with little or no regard for quality of work 19. Does not read or follow written directions 20. Is easily frustrated 21. Fails to follow necessary steps in doing things The Hyperactive- subscale represents the child or youth who has difficulty controlling impulses and behavioral responses to environmental stimuli evidenced by not remaining seated, not sitting appropriately on the furniture, moving about while seated, or engaging in inappropriate behaviors while seated. Running in the house and hopping, skipping, and jumping when moving from one place to another. Blurting out answers before a question has been completed, interrupting and intruding on others, and bothering others while they are trying to work, play, etc. The child does not wait his/her turn in activities or games, does not follow the rules of the game, and does not play quietly. These behaviors are understood to be due to difficulties with control of impulses and actions rather than deliberate acts of noncompliance. BEHAVIORS OF CONCERN HOME VERSION SAMPLE Thomas scored more than two standard deviations below the mean on the Hyperactive- subscale. The following are primary behaviors of concern: 22. Does not follow directions from parents or other home authority figures 23. Refuses to follow requests or accept decisions made by parents or other authority figures in the home 2. Does not wait his/her turn in activities or games 26. Interrupts others 27. Is impulsive 28. Fails to follow a routine 29. Begins things before receiving directions or instructions 30. Intrudes on others 31. Is easily angered, annoyed, or upset 32. Bothers others while they are trying to work, play, etc. 33. Ignores consequences of his/her behavior 3. Has accidents which are the result of impulsive or careless behavior 3. Moves about while seated, squirms, fidgets, etc. 36. Appears restless 38. Does not remain seated 39. Does not adjust behavior to expectations of different situations 0. Becomes overexcited 1. Climbs on things 2. Moves about unnecessarily 3. Runs in the house, does not sit appropriately on the furniture, yells, etc.. Runs in the shopping mall, pushes and makes noises in line at the movies, yells in stores, etc.. Makes excessive noise 6. Behaves inappropriately when riding in the car
5 Verification of Attention-Deficit/Hyperactivity Disorder Characteristics According to the DSM-IV Criteria Using the Home and School Versions of the Attention Deficit Disorders Evaluation Scale - Third Edition CRITERION A1 VERSION a b c d e f g h i Home School Home School Home School Home School Home School Home School Home School Home School Home School ITEMS FROM HOME & SCHOOL VERSIONS CRITERION A2 a b c d e f g h i VERSION Home School Home School Home School Home School Home School Home School Home School Home School Home School DSM-IV SAMPLE ITEMS FROM HOME & SCHOOL VERSIONS Copyright 199 by Hawthorne Educational Services, Inc.
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