The Snap-Iv Teacher And Parent Rating Scale Chart (Page 4 of 4) in pdf

The items on page 2 of the SNAP-IV Rating Scale are from other DSM-IV disorders which may overlap with or masquerade as symptoms of ADHD. In

some cases, these may be comorbid disorders, but in other cases the presence of one or more of these disorders may be sufficient to exclude a diagnosis of ADHD.

The SNAP-IV is not designed to be used in the formal process of diagnosing these non-ADHD disorders, but if symptoms on page 2 of the SNAP-IV receive a high

(“Quite A Bit” or “Very Much”) rating, then an assessment of the implicated non-ADHD disorders may be warranted.

The DSM-IV Manual should be consulted to follow-up with an evaluation of these non-ADHD disorders. The DSM Codes and the page numbers in the

DSM Manual are specified below to help in the assessment of possible conditions which may exclude or qualify a diagnosis of ADHD. A referral to a psychiatrist

or a clinical psychologist may be required.

#41-#45 Conduct Disorder

(DSM 312.8, p. 85)

#46 Intermittent Explosive Disorder

(DSM 312.34, p. 609)

#47 Tourette’s Disorder

(DSM 307.23, p. 103)

#48 Stereotypic Movement Disorder

(DSM 307.3, p. 121)

#49-#50 Obsessive-Compulsive Disorder

(DSM 300.3, p. 417)

#51-#56 Generalized Anxiety Disorder

(DSM 300.02, p. 432)

#57 Narcolepsy

(DSM 347,

p. 562)

#58 Histrionic Personality Disorder

(DSM 301.50, p. 655)

#59 Narcissistic Personality Disorder

(DSM 301.81, p. 658)

#60 Borderline Personality Disorder

(DSM 301.83, p. 650)

#61-#65 Manic Episode

(DSM 296.00, p. 328)

#66-#73 Major Depressive Episode

(DSM 296.2, p. 320)

#74-#76 Dysthymic Disorder

(DSM 300.4, p. 345)

#77-#78 Posttraumatic Stress Disorder

(DSM 309.81, p. 424)

#79-#80 Adjustment Disorder

(DSM 309,

p. 623)

Finally, the SNAP-IV includes the 10 items of the Swanson, Kotkin, Agler, Mylnn, and Pelham (SKAMP) Rating Scale. These items are classroom

manifestations of inattention, hyperactivity, and impulsivity (i.e., getting started, staying on task, interactions with others, completing work, and shifting activi-

ties). The SKAMP may be used to estimate severity of impairment in the classroom.

It is important to note that many disorders may produce impairment in the classroom setting, not just ADHD. Therefore, this rating scale is presented last

to the possible exclusion conditions (on page 2 of the SNAP-IV) will be considered in addition to the inclusion criteria for ADHD (on page 1 of the SNAP-IV).

Both should be considered before interpreting the SKAMP measure of classroom impairment or attributing high ratings on the SKAMP to ADHD.

ACADEMIC

DEPORTMENT

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