Does Assessment Format Matter? A Comparison of In-Person Versus Teletesting Scores for Youth with ADHD

Abstract

Objective: This study examined test score equivalency between traditional in-person assessment and teletesting among youth diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Method: In all, 896 youth with ADHD, ages 5–21 years, were administered cognitive, academic achievement, and verbal fluency measures via either teletesting ( n = 448) or traditional in-person assessment ( n = 448). The teletesting and in-person groups were matched on age, sex, and insurance type (as a proxy for income). Results: Results indicated no significant differences in test scores obtained via in-person and teletesting evaluations across all examined measures. Conclusion: Clinically referred youth with ADHD perform similarly on measures of cognitive functioning, academic achievement, and verbal fluency, regardless of whether these measures are administered in-person or via teletesting. While additional evidence for equivalent psychometric properties of neuropsychological instruments administered remotely is needed, this study offers support for the validity of remote administration among youth with ADHD.