Practice-Based Diagnostic Continuity in the Assessment of Attention-Deficit / Hyperactivity Disorder in Preschool-Age Children
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Available research does not support the relationship between the use of consensus-based diagnostic practices and the continuity of diagnosis. This research synthesis evaluates the diagnostic continuity of the assessment of preschool children with attention-deficit/hyperactivity disorder. Suggestions for improving diagnostic continuity are provided. 12 Pages
Author: Patricia A. Cutspec