Attention Deficit Disorders Evaluation Scale (ADDES)

1. Abstract

The Attention Deficit Disorders Evaluation Scale (ADDES), developed by Stephen B. McCarney, Ed.D., is a standardized, multi-informant rating system engineered to identify, diagnose, and monitor attention-deficit/hyperactivity disorders in children and youth aged 4.5 through 18 years (with school norming samples extending up to 21 years). Rooted in the behavioral taxonomy formalized in the Diagnostic and Statistical Manual of Mental Disorders (DSM), the ADDES operationalizes the diagnostic criteria of attention-related disorders across ecological environments through two distinct instruments: the School Version (ADDES-SV) and the Home Version (ADDES-HV). The School Version comprises 60 items categorized across three clinically derived and empirically validated subscales: Inattention, Impulsiveness, and Hyperactivity. The Home Version contains 46 items organized across the same triad of behavioral dimensions. Informants—specifically educators and parents or guardians—utilize an anchored frequency rating scale to quantify the prevalence and intensity of observable problem behaviors across extended observational windows.

Standardization for the instrument involved exceptionally large, nationally stratified cohorts: the School Version was normed on 4,876 students across 72 public and private school systems in 19 United States jurisdictions, evaluated by 1,567 classroom teachers; the Home Version was standardized on 1,754 children evaluated by 3,172 parent raters spanning 12 states. Psychometric evaluations demonstrate high reliability, with internal consistency coefficients consistently exceeding .90 for subscale and composite scores, test-retest reliability estimates exceeding .85 across multi-week intervals, and robust inter-rater concordance between independent observers within the same environmental setting. Construct, content, and criterion-related validity have been empirically substantiated via exploratory and confirmatory factor analyses, contrasted-group designs distinguishing neurotypical students from those diagnosed with attention-deficit disorders, and substantial convergent correlations with collateral behavioral rating scales, including the Conners Teacher and Parent Rating Scales. The instrument yields age- and sex-stratified standard scores (Mean = 10, SD = 3) and an overall composite Attention Deficit Disorder Quotient (Mean = 100, SD = 15). Consequently, the ADDES remains an indispensable psychometric tool for special education eligibility determination under the Individuals with Disabilities Education Act (IDEA), clinical diagnosis, and pharmacological or behavioral treatment monitoring.

2. Keywords

Attention Deficit Disorders Evaluation Scale, ADDES, ADHD assessment, Inattention, Impulsiveness, Hyperactivity, rating scales, behavioral assessment, psychometrics, Stephen B. McCarney, school-based assessment, clinical diagnosis, IDEA classification, neurodevelopmental disorders, multi-informant evaluation.

3. Authors

The Attention Deficit Disorders Evaluation Scale was authored by Stephen B. McCarney, Ed.D., an esteemed school psychologist, psychometrician, and special educator known for developing standardized behavior rating systems designed to bridge clinical diagnosis and educational intervention. Dr. McCarney served as the founder and executive director of Hawthorne Educational Services, Inc., located in Columbia, Missouri, United States.

Throughout his career, Dr. McCarney authored numerous standardized assessment batteries focusing on adaptive behavior, emotional disturbance, learning disabilities, and developmental delays, including the Behavior Evaluation Scale (BES), the Adaptive Behavior Evaluation Scale (ABES), and the Early Childhood Behavior Scale (ECBS). Collaborators on subsequent revisions and technical technical adaptations (such as the ADDES-2, ADDES-3, and ADDES-4) have included Tamara J. Arthaud, Ph.D., alongside the multidisciplinary psychometric research and editorial team at Hawthorne Educational Services. Inquiries regarding test materials, scoring platforms, licensing, and psychometric documentation are processed through Hawthorne Educational Services, Inc., 800 Gray Oak Drive, Columbia, MO 65201, United States.

4. Purpose

The Attention Deficit Disorders Evaluation Scale was designed to resolve a critical diagnostic and pedagogical dilemma: the reliable identification and behavioral quantification of attention deficit disorders across the distinct, ecologically valid contexts of a child’s life—specifically the structured educational environment and the domestic living space. Accurate assessment of attention deficits cannot rely solely on brief clinical interviews or isolated laboratory testing; rather, it demands systematic, ecologically grounded behavioral observations gathered over substantial timeframes from informants who observe the child under authentic cognitive, social, and emotional demands. The ADDES satisfies this need by functioning as an objective, norm-referenced evaluation tool that bridges psychiatric symptomatology and educational service delivery.

In educational contexts, the ADDES serves as a primary assessment instrument for special education multidisciplinary evaluation teams determining eligibility under IDEA provisions, particularly within the “Other Health Impairment” (OHI) and “Specific Learning Disability” (SLD) classifications, as well as accommodation planning under Section 504 of the Rehabilitation Act of 1973. By measuring distinct dimensions of Inattention, Impulsiveness, and Hyperactivity, the ADDES enables educators and school psychologists to pinpoint the specific behavioral barriers impeding academic engagement, task completion, peer interactions, and classroom compliance. Furthermore, the scale does not merely serve a classification function; it links directly to the Attention Deficit Disorders Intervention Manual (ADDIM), an accompanying prescriptive guide that translates specific subscale elevations and item-level deficits into targeted, individualized educational interventions and behavioral management goals.

Clinically, the ADDES is used by child and adolescent psychiatrists, clinical pediatric psychologists, and developmental pediatricians as a core component of comprehensive diagnostic evaluations. Given that psychiatric taxonomies, such as the DSM, mandate the presence of impairing symptoms in two or more settings (e.g., home, school, or community), the synchronized structure of the ADDES School and Home Versions allows practitioners to cross-examine behavioral topographies across disparate environmental architectures. The home scale reveals disruptions in self-regulation during domestic routines, family interactions, homework execution, and leisure activities, whereas the school version illuminates performance deficits under rigorous cognitive loads, sustained academic demands, and complex peer group dynamics.

Beyond initial diagnosis, the ADDES is sensitive to behavioral changes resulting from therapeutic interventions. The rating format provides a quantitative baseline against which psychostimulant titration, non-stimulant pharmacotherapy, parent management training, cognitive-behavioral interventions, and classroom accommodations can be objectively calibrated. By re-administering the scale across observation intervals, clinicians and educators can evaluate treatment efficacy, track the developmental trajectory of hyperactive-impulsive versus inattentive symptoms, and make data-driven adjustments to therapeutic regimens.

5. Psychological Construct

The ADDES operationalizes the multidimensional construct of attention-deficit disorders as a neurodevelopmental syndrome characterized by persistent, developmentally inappropriate degrees of cognitive disorganization, poor attentional persistence, deficient inhibitory control, and motoric restlessness. Although initially operationalized within the framework of DSM-III and DSM-III-R, the constructs measured by the ADDES remain aligned with contemporary neurodevelopmental models of Attention-Deficit/Hyperactivity Disorder (ADHD), including the inattentive, hyperactive-impulsive, and combined presentations. The scale segregates this broad behavioral phenotype into three distinct, clinically coherent subscales:

Inattention

The Inattention subscale captures executive dysfunctions related to the regulation, allocation, and sustainment of cognitive focus across time and task demands. Rather than reflecting an absolute inability to attend, the construct represents a fundamental impairment in selective attention, working memory updating, and goal-directed persistence. In the school environment, this manifests as difficulty maintaining focus during instructional lectures, failure to follow multi-step procedural directions, disorganization of personal belongings and instructional materials, frequent daydreaming, careless computational errors, and an inability to independently initiate and sustain effort on cognitively demanding tasks. In the home domain, inattention manifests as chronic forgetfulness regarding daily routines, incomplete household chores, frequent misplacement of personal items (e.g., clothing, school supplies, toys), and failure to listen when spoken to directly.

Impulsiveness

The Impulsiveness subscale assesses deficits in behavioral and cognitive inhibition, reflecting an inability to delay gratification, suppress prepotent responses, or anticipate the negative consequences of actions. Impulsivity represents a breakdown in executive control mechanisms that regulate self-directed action. In classroom settings, impulsive behaviors include blurting out answers before questions are fully articulated, interrupting teachers and peers, speaking out of turn, failing to wait for one’s designated turn in academic or recreational games, intruding into ongoing activities or conversations, and engaging in physically hazardous actions without considering safety protocols. In the home context, impulsiveness presents as emotional volatility, rapid shifts into frustration when demands are not instantly met, reckless handling of domestic objects, intrusive behavior toward siblings, and an inability to pause and reflect prior to behavioral execution.

Hyperactivity

The Hyperactivity subscale measures excessive, non-goal-directed, developmentally aberrant motor output and restlessness. This construct reflects a constitutional neurobiological inability to modulate physiological arousal to meet situational demands for motoric quiescence. In school settings, hyperactive behaviors include pervasive squirming, tapping of hands or feet, rhythmic desk banging, frequent leaving of one’s assigned seat during instructional periods, excessive vocalization or disruptive noise-making, and general physical agitation during activities that mandate seated composure. At home, hyperactivity is observed as pervasive climbing on furniture, continuous physical motion (“driven by a motor”), an inability to engage quietly in solitary play, and chronic difficulty remaining seated during family meals or quiet recreational periods.

6. Theoretical Framework

The theoretical architecture of the ADDES is situated at the intersection of psychiatric classification systems, cognitive-neurodevelopmental theory, and ecological systems theory. Historically, the instrument emerged during an era when the psychiatric conceptualization of attention deficits was undergoing an essential paradigm shift. Prior to the publication of the DSM-III in 1980, the clinical literature primarily emphasized motoric restlessness under rubrics such as “hyperkinetic reaction of childhood.” With the introduction of DSM-III and its subsequent revision (DSM-III-R), developmental psychiatry formally recognized that attentional deficits could exist independently of gross motor hyperactivity, giving rise to distinct classifications: Attention Deficit Disorder with Hyperactivity (ADD/H) and Attention Deficit Disorder without Hyperactivity (ADD/WO).

Stephen B. McCarney operationalized this triadic model—Inattention, Impulsiveness, and Hyperactivity—recognizing that while hyperactivity and impulsivity often co-occur as expressions of general disinhibition, inattention constitutes a partially dissociable neuropsychological domain. This framework anticipates contemporary neuropsychological models, most notably Russell A. Barkley’s Hybrid Neuropsychological Model of Executive Functions. Barkley posits that behavioral inhibition is the foundational executive capacity that enables four subordinate executive systems to function effectively: nonverbal working memory, internalization of speech (verbal working memory), self-regulation of affect/motivation/arousal, and reconstitution (behavioral analysis and synthesis). In individuals with attention-deficit disorders, a constitutional deficit in behavioral inhibition disrupts these self-regulatory circuits, yielding the observable behavioral manifestations captured by the ADDES impulsiveness and hyperactivity subscales.

Concurrently, the inattention dimension aligns with the cognitive processing models pioneered by Virginia Douglas and colleagues, which emphasize four primary impairments: (1) the investment, organization, and maintenance of attention and effort; (2) the inhibition of impulsive responding; (3) the modulation of arousal states to meet situational demands; and (4) an unusually strong inclination to seek immediate reinforcement. The ADDES items directly probe these cognitive-energetic dimensions by evaluating behavioral sustainability across high-effort, low-reinforcement academic and domestic tasks.

Furthermore, the ADDES is fundamentally grounded in Urie Bronfenbrenner’s Ecological Systems Theory. Bronfenbrenner argued that human behavior cannot be understood in isolation from the environmental microsystems in which a developing individual participates. A child does not operate within a generic, context-free state of attention; rather, attention is a dynamic interaction between neurodevelopmental capacities and environmental stimuli, rules, reinforcement schedules, and social expectations. The classroom is a highly structured microsystem characterized by rigid behavioral norms, high cognitive loads, collective instructional pacing, and delayed reinforcement. Conversely, the home microsystem is characterized by less formal behavioral constraints, varied adult monitoring levels, differing emotional attachment dynamics, and divergent task structures. By utilizing dual, parallel instruments tailored specifically to these distinct ecological microsystems, the ADDES framework rejects single-context evaluation in favor of a comprehensive, ecologically valid assessment paradigm.

7. Validity

The psychometric integrity of the ADDES has been demonstrated through extensive investigations into its content, construct, criterion-related, and convergent validity across both clinical and non-clinical populations.

Content Validity

Content validity was established through systematic, iterative item development protocols. The initial item pool was generated through an exhaustive review of diagnostic criteria outlined in the DSM-III and DSM-III-R, clinical child psychology literature, and educational practice standards. This item pool was subsequently submitted to panels of expert diagnosticians, clinical child psychologists, special educators, and parents. These panels evaluated each candidate item regarding its developmental appropriateness, observable clarity, freedom from cultural bias, and relevance to the target constructs of inattention, impulsivity, and hyperactivity. Item-discrimination analyses and item-total correlation thresholds were employed to remove ambiguous or psychometrically weak items, ensuring that the retained items precisely reflected the behavioral topology of attention deficit disorders.

Construct and Discriminant Validity

Construct validity is substantiated by the scale’s empirical ability to differentiate between neurotypical children and individuals with clinically diagnosed attention deficit disorders. During the national standardization trials, children with formal, multidisciplinary diagnoses of ADD/ADHD scored significantly higher (indicating greater impairment) across all three subscales compared to their non-diagnosed, typically developing peers. Analysis of variance (ANOVA) conducted on both the School and Home norming datasets demonstrated that the mean differences between clinical and non-clinical cohorts reached statistical significance at the p < .001 level, with large effect sizes (Cohen’s d exceeding 1.2 across all subscales). Furthermore, discriminant validity studies have shown that while the ADDES subscales correlate moderately with measures of general disruptive behavior, they uniquely isolate attentional and inhibitory deficits from pure specific learning disabilities, sensory impairments, and circumscribed speech-language impairments.

Convergent and Criterion Validity

Convergent validity was evaluated by correlating ADDES subscale and composite scores with widely recognized, gold-standard behavioral assessment batteries. ADDES-SV and ADDES-HV scores were compared against corresponding dimensions on the Conners’ Rating Scales (specifically the revised Conners’ Teacher Rating Scale [CTRS] and Conners’ Parent Rating Scale [CPRS]), as well as the Achenbach System of Empirically Based Assessment (Child Behavior Checklist [CBCL] and Teacher’s Report Form [TRF]). Correlations between the ADDES Inattention subscale and the Conners Cognitive Problems/Inattention scale typically range from .72 to .84. Similarly, correlations between the ADDES Impulsiveness and Hyperactivity subscales and the Conners Hyperactivity index range from .68 to .81, demonstrating strong convergent alignment across independent rating methodologies.

8. Reliability

The reliability of the ADDES has been verified across multiple psychometric dimensions, including internal consistency, test-retest temporal stability, and inter-rater agreement across independent observers.

Internal Consistency

Internal consistency reliability was computed using Cronbach’s alpha and split-half reliability coefficients across all age and sex stratification cells within the national standardization samples. For the School Version (ADDES-SV), the internal consistency reliability coefficients for the individual subscales consistently range from .93 to .97: Inattention (α = .96 to .97), Impulsiveness (α = .93 to .95), and Hyperactivity (α = .94 to .96). The total composite score routinely demonstrates an internal consistency exceeding .97. For the Home Version (ADDES-HV), alpha coefficients across age groups range from .88 to .94 for Inattention, .86 to .92 for Impulsiveness, and .87 to .93 for Hyperactivity, with the total composite score demonstrating alpha values consistently between .94 and .96. These values surpass the psychometric standard of .90 required for high-stakes individual educational and clinical decision-making.

Test-Retest Stability

Temporal stability was evaluated by re-administering the ADDES to subsets of the standardization samples across a 30-day interval under stable environmental conditions. Test-retest correlation coefficients for the ADDES-SV were .89 for Inattention, .86 for Impulsiveness, and .88 for Hyperactivity, with the total composite stability coefficient reaching .91. For the ADDES-HV, test-retest correlations across a similar 30-day span yielded coefficients of .84 for Inattention, .82 for Impulsiveness, .85 for Hyperactivity, and .87 for the overall score. These results demonstrate that the behavioral dimensions captured by the ADDES remain stable over time in the absence of therapeutic intervention, while maintaining the sensitivity necessary to detect clinically meaningful behavioral changes.

Inter-Rater Agreement

Inter-rater reliability was examined by comparing ratings from independent observers operating within the same ecological setting. When two classroom teachers familiar with a student independently completed the ADDES-SV, inter-rater correlation coefficients ranged from .78 to .84 across subscales. For the ADDES-HV, concordance between paired mothers and fathers evaluating the same child yielded correlation coefficients ranging from .74 to .81. When comparing cross-informant ratings (teacher versus parent ratings), correlations were moderate, ranging from .35 to .48. This moderate level of cross-situational concordance is consistent with the broader child psychopathology literature, reflecting genuine, ecologically driven variations in behavioral expression between home and school environments rather than psychometric instability.

9. Factor Analysis

The internal structural validity of the ADDES was established through extensive exploratory factor analyses (EFA) and subsequently confirmed through confirmatory factor analyses (CFA) during the initial standardization and subsequent normative revisions.

Exploratory Factor Analyses

During scale development, exploratory factor analyses utilizing principal component extraction with both orthogonal (Varimax) and oblique (Promax) rotations were conducted on the initial item pools for both the School and Home versions. Scree plot inspections, eigenvalues-greater-than-one criteria, and parallel analyses consistently converged on a robust three-factor solution that directly mapped onto the theoretical triad of inattention, impulsivity, and hyperactivity. In the School Version, items designed to measure cognitive disorganization, poor sustained attention, and difficulty completing tasks loaded saliently onto Factor 1 (Inattention), with factor loadings generally spanning from .55 to .82. Items measuring conversational intrusion, turn-taking failure, and reckless behavior loaded onto Factor 2 (Impulsiveness) with loadings ranging from .51 to .79. Items capturing physical squirming, unauthorized seat leaving, and excessive motoric movement loaded cleanly onto Factor 3 (Hyperactivity) with loadings between .54 and .84. Cross-loadings were minimal, with the vast majority of items demonstrating primary loadings well above .50 and secondary loadings below .30.

Confirmatory Factor Analyses

Subsequent structural modeling and confirmatory factor analyses on the national normative samples provided robust empirical support for the three-factor model over alternative unifactorial (single general attention deficit construct) or two-factor models (collapsing impulsivity and hyperactivity into a single disruptive/hyperactive dimension). Goodness-of-fit indices demonstrated acceptable fit for the three-factor oblique model across age and sex groups:

• Comparative Fit Index (CFI): Ranged from .92 to .95 across subsamples, indicating that the hypothesized three-factor structural model captured the underlying covariance structure of the observed items well.
• Tucker-Lewis Index (TLI): Ranged from .91 to .94 across age bands.
• Root Mean Square Error of Approximation (RMSEA): Values ranged between .042 and .056, falling well below the conventional .06 threshold for close approximate model fit.
• Standardized Root Mean Square Residual (SRMR): Observed values remained between .038 and .049.

Although latent correlations between the Impulsiveness and Hyperactivity factors were high (typically r = .70 to .81), the three-factor specification provided statistically superior fit indices compared to a constrained two-factor model (Δχ² significant at p < .001). This confirmed the psychometric and clinical utility of maintaining Impulsiveness and Hyperactivity as distinct behavioral dimensions.

10. Instrument / Measurement Tool

The Attention Deficit Disorders Evaluation Scale consists of two separate, standardized evaluation protocols designed for complementary administration across school and domestic environments.

Structural Characteristics

• Test Classification: Multi-informant, norm-referenced behavioral rating scale.
• Administration Format: Paper-and-pencil rating forms or specialized computerized scoring and administration modules.
• Target Population: Children, adolescents, and youth aged 4.5 through 18 years (School Version norms include students up to 21 years of age enrolled in structured educational programs).
• Informants:
  • School Version (ADDES-SV): Classroom teachers, special education instructors, or school personnel who have had regular, direct instructional interaction with the student for a minimum of 30 days.
  • Home Version (ADDES-HV): Biological parents, foster parents, legal guardians, or primary residential caregivers who have observed the child’s behavioral patterns across a wide array of domestic routines.
• Administration Time: Approximately 15 to 20 minutes per rating form.
• Item Count:
  • School Version: 60 observable behavioral items divided into three subscales:
    • Inattention Subscale: 28 items
    • Impulsiveness Subscale: 15 items
    • Hyperactivity Subscale: 17 items
  • Home Version: 46 observable behavioral items divided into three subscales:
    • Inattention Subscale: 20 items
    • Impulsiveness Subscale: 13 items
    • Hyperactivity Subscale: 13 items

Rating System and Quantifier Anchors

Informants rate the target individual’s behavior over an extended observational window (typically the preceding several weeks or months). The ADDES employs a zero-to-high frequency continuum using anchored quantifiers to indicate how often the student demonstrates each designated behavior:

• 0: Does not demonstrate the behavior.
• 1: One time a month or less (demonstrates the behavior rarely/infrequently).
• 2: Several times a month (demonstrates the behavior occasionally).
• 3: Several times a week (demonstrates the behavior frequently).
• 4: Several times an hour (demonstrates the behavior continuously or at an exceptionally high frequency).

Scoring Procedures and Derived Metrics

Once the informant completes all ratings, scoring proceeds through a systematic conversion process:

• Raw Subscale Scores: Calculated by summing the numerical quantifier values (0–4) assigned to the items within each designated subscale. Higher raw scores represent greater behavioral disruption and functional impairment.
• Subscale Standard Scores: Raw scores are converted into age- and sex-stratified standard scores via normative conversion tables provided in the technical manual. Subscale standard scores have a normative Mean of 10 and a Standard Deviation (SD) of 3. On the ADDES standard score scale, higher raw impairment converts to lower standard scores (i.e., a standard score below 6 typically indicates significant deficit, situated more than 1.33 SDs below the normative mean, indicating clinically significant atypicality).
• Composite Score (Quotient): The three subscale standard scores are summed and converted into an overall Attention Deficit Disorder Quotient. The Quotient has a standardized Mean of 100 and a Standard Deviation of 15. Quotients below 85 (one standard deviation below the mean) suggest moderate risk, whereas quotients below 70 (two standard deviations below the mean) represent severe behavioral deficit and high clinical probability of an attention-deficit disorder.
• Percentile Ranks: Percentile ranks (ranging from 1 to 99) are provided for both subscales and total quotients, enabling clinicians to communicate behavioral findings to parents, educators, and multidisciplinary teams.

11. Permissions & Fee and Test Year

The Attention Deficit Disorders Evaluation Scale was first published in 1989 by Stephen B. McCarney under the imprint of Hawthorne Educational Services, Inc. Over the following decades, the scale underwent multiple revisions and restandardizations to align with evolving diagnostic systems (including DSM-IV and DSM-5), resulting in the ADDES-2, ADDES-3, and ADDES-4 editions.

The ADDES and its associated materials—including the Technical and Clinical Manuals, School Version Rating Forms, Home Version Rating Forms, computerized scoring software (Quick Score), and the Attention Deficit Disorders Intervention Manual (ADDIM)—are proprietary, copyrighted psychological instruments. They are commercially distributed by Hawthorne Educational Services, Inc. Qualified professionals may purchase user packages, administration protocols, and scoring software licenses directly from the publisher. Hawthorne Educational Services requires purchasers to meet ethical qualification standards (typically Qualification Level B), which mandates advanced graduate-level training in psychometrics, educational diagnostics, psychological evaluation, or psychiatric assessment.

Independent academic researchers, graduate students, and clinical investigators seeking to reproduce portions of the manual, translate the instrument into foreign languages, or utilize the ADDES for empirical investigations must submit a formal written copyright permissions request to Hawthorne Educational Services, Inc., via their rights and licensing department. Unauthorized copying, mechanical reproduction, public digital distribution, or unapproved adaptation of any ADDES rating form or manual content is strictly prohibited under international copyright conventions.

12. References

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American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890420188

American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., rev.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890420195

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94. https://doi.org/10.1037/0033-2909.121.1.65

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Conners, C. K. (1997). Conners’ Rating Scales–Revised: Technical manual. Multi-Health Systems.

Douglas, V. I. (1972). Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 4(4), 259–282. https://doi.org/10.1037/h0082313

McCarney, S. B. (1989). Attention Deficit Disorders Evaluation Scale: School and Home Version technical manual. Hawthorne Educational Services, Inc.

McCarney, S. B. (1995). Attention Deficit Disorders Evaluation Scale: School Version (2nd ed.) technical manual. Hawthorne Educational Services, Inc.

McCarney, S. B., & Arthaud, T. J. (2004). Attention Deficit Disorders Evaluation Scale–Third Edition (ADDES-3). Hawthorne Educational Services, Inc.

McCarney, S. B., & Bauer, A. M. (1990). The Attention Deficit Disorders Intervention Manual. Hawthorne Educational Services, Inc.

Plake, B. S., & Impara, J. C. (Eds.). (2001). Review of the Attention Deficit Disorders Evaluation Scale. In The Fourteenth Mental Measurements Yearbook (pp. 95–98). Buros Center for Testing.

Spies, R. A., Carlson, J. F., & Geisinger, K. F. (Eds.). (2010). Review of the Attention Deficit Disorders Evaluation Scale-Third Edition. In The Eighteenth Mental Measurements Yearbook (pp. 32–36). Buros Center for Testing.

13. Items of the Scale