Presentation of ADHD and risk factors for later adversity evolve across development, which calls for developmentally-informed clinical practices.

Research initially supported the theory that deficits in executive function (EF) underlie the core neuropsychological sequelae of attention-deficit/hyperactivity disorder (ADHD), particularly deficits in working memory and inhibitory control arising from dysfunction in the prefrontal cortex. Consequently, neuropsychologists commonly employ measures of EF or prefrontal cortex dysfunction in the differential diagnosis of ADHD and its subtypes in children. However, recent findings have called the EF deficit theory of ADHD into question, and research on the specificity of both direct and indirect measures of EF has not yielded promising results. This article presents a brief, critical review of the past and current research on neuropsychological assessment of EF and ADHD and suggests how EF measures can, in light of the most current science, still remain a useful part of a neuropsychological test battery.

This article describes the systematic examination and membership consultation process undertaken to define evaluation within the Canadian context. To that end, the article (a) presents the findings from a literature scan and analysis of social media postings, (b) considers the outcomes of the audience discussion during the presentation at the 2013 Canadian Evaluation Society conference, and (c) offers ideas for next steps. Together, the literature scan results, social media analysis, and membership discussion reveal that no single definition currently exists. Further, there are indications that a shared definition would be difficult to achieve within the Canadian evaluation community. Among the potential implications discussed is that a single definition might restrict or oversimplify the current scope of practice, given the wide range of contexts and purposes for evaluation in Canada.

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