Attention Deficit Hyperactivity Disorder (ADHD) is a multifaceted disorder that remains a controversial subject in education. While some practitioners see it as a real issue that blights the lives of children and adolescents, who need dedicated help to overcome it, others dismiss it as an excuse for the failures of parents and teachers. It is a wide spectrum of interpretation. This study started from the viewpoint that ADHD is a serious medical, social and educational issue that has an adverse effect on sufferers, their families, their peers and their teachers, but that these effects can be lessened and controlled by effective educational interventions guided by the principles of the bio-psycho-social approach. Accordingly, the framework for the study was twofold: the bio-psycho-social approach to understanding and treating the disorder; and the mixed-methods research approach to designing, implementing and analyzing the information obtained by this study. One of the reasons for the divergence in professional opinion on ADHD is that the symptoms and associated behaviours make it difficult to assess, especially in younger children. This highlights the need for a reliable and valid assessment tool that can be adapted across languages and cultures, to allow for diagnosis and cross-comparison. In this study, the short form of the Conners' Teacher Rating Scale Revised (CTRS-R: S) was adapted to make it suitable for use with Lebanese nationals. It was adapted by a team of translators, carefully selected per the ITC guidelines, using the backward-translation design, a small pilot test, structured interviews and a survey. This multilayered approach produced very interesting results regarding prevalence of ADHD in Lebanon, as well as a rating scale with proven reliability and validity. Thus the two research questions posed by this study were answered comprehensively, giving an important insight into the requirements for a successful adaptation and using that adapted assessment tool to deliver new information about ADHD in the Lebanese setting.

This Brief addresses the causes, assessment, and treatment of ADHD in Lebanese schoolchildren. It details how the disorder is currently defined in Lebanese elementary schools and examines schoolteachers’ understanding of and conceptions about ADHD across three domains: general knowledge; symptoms and diagnosis; and treatment. This concise volume presents the authors’ research into Lebanese schoolteachers’ knowledge of ADHD and their ability and readiness to address the psychological and academic needs of their students who have been diagnosed with the disorder. In addition, the Brief explores the teachers’ ability to identify ADHD subtypes in relation to a student’s gender within the Lebanese context, emphasizing the differing sociocultural expectations in the behaviors of boys and girls. Topics featured in this Brief include:divulliCurrent procedures for identifying ADHD in Lebanon. br/liliLebanese teachers’ knowledge about ADHD, their misconceptions, and factors that influence their opinions. br/liliBiases toward and confusion about disorders on the basis of perceived gender differences. br/liliADHD assessment and implementation strategies for Lebanese special education professionals.br/liliResearch questions, design, and methods as well as data collection and analysis procedures used in the study. br/li/ul/divdivbr/divdiviADHD in Lebanese Schools

Attention-Deficit Hyperactivity Disorder (ADHD) is a chronic neurobehavioral disorder characterized by persistent and often acute distractibility, hyperactivity, and impulsivity. It is a condition usually associated with children but in recent years the diagnosis of ADHD in adults has risen significantly. ADHD often coexists with a wide array of other psychiatric illnesses, including depression and bipolar disorder, thus complicating its assessment and management. In Attention-Deficit Hyperactivity Disorder in Adults and Children, a team of world renowned experts bring together the recent research in this area and cover the history, diagnosis, epidemiology, comorbidity, neuroimaging, and a full spectrum of clinical options for the management of ADHD. The wide ranging, detailed coverage in this text will be of interest to psychiatrists, psychologists, social workers, coaches, physicians, or anyone who wants to develop a deeper understanding of the etiology, characteristics, developmental process, diagnostics, and range of treatment modalities.

The Barkley Adult ADHD Rating Scale-IV (BAARS-IV) offers an essential tool for assessing current ADHD symptoms and domains of impairment as well as recollections of childhood symptoms. Directly linked to DSM-IV diagnostic criteria, the scale includes both self-report and other-report forms (for example, spouse, parent, or sibling). Not only is the BAARS-IV empirically based, reliable, and valid, but it is also exceptionally convenient to use. The long version takes the average adult 5-7 minutes to complete, and the Quick Screen takes only 3-5 minutes. Special features include a section of items assessing the newly identified symptoms of sluggish cognitive tempo, also known as the inattentive-only subtype of ADHD. Complete instructions for scoring and interpreting the scale are provided. See also the Barkley Deficits in Executive Functioning Scale (BDEFS for Adults), which assesses clinically significant executive functioning difficulties, and the Barkley Functional Impairment Scale (BFIS for Adults), which evaluates 15 major domains of psychosocial functioning. Includes Permission to Photocopy Enhancing the convenience and value of the BAARS-IV, the limited photocopy license allows purchasers to reproduce the forms and score sheets and yields considerable cost savings over other available scales. The large format and sturdy wire binding facilitate photocopying.