Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder. Research suggests that ADHD is 4 to 9 times more frequent in males than females, and the possibility of underidentification in females and overidentification in males has been suggested as an explanation for these statistics. As part of the diagnostic process, teachers are frequently asked to complete behavior rating scales. There is a lack of empirical data concerning the extent to which gender differences are evident on such rating scales. This study investigated the use of the ADHD-IV Rating Scale-School Version, with male and female students from ages 5 to 18 years. Results suggest that the ADHD construct is consistent across gender; however, there are differences across gender and ethnicity. For Caucasian children, externalizing behaviors are most salient in terms of discriminating between males and females. Implications for research and practice are discussed. Article: Attention-Deficit/Hyperactivity disorder (ADHD) is a common childhood disorder that is frequently brought to the attention of physicians and psychologists to conduct evaluations due to behavioral concerns of both teachers and parents (Breen & Altepeter, 1990). According to the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV; American Psychiatric Association, 1994),ADHD is characterized by a pattern of inattention and/or hyperactivity-impulsivity that is exhibited to an extreme level, such that it is developmentally inappropriate relative to a person's age. It occurs in an estimated 3% to 5% of school-age children. The most evident difference between males and females with ADHD is the higher rate at which males are diagnosed. Male-to-female ratios range from 4:1 to 9:1, depending upon whether community-based or clinical samples are used (APA, 1994). In fact, the behaviors used to define the symptomatology of ADHD in the DSM-IV were identified from a sample pool composed predominately of males (Frick et al., 1994; Lahey et al., 1994). Several hypotheses have been offered to explain the disproportionate frequency of males with ADHD. These hypothesis tend to rely on biological or child-rearing differences by gender (see,
Behavior rating scales are commonly used in the assessment of attention deficit-hyperactivity disorder (ADHD). However, there is little information available concerning the extent to which scales are valid with culturally different students. This study explored the use of the ADHD-IV Rating Scale School Version with male Caucasian (CA) and African American (AA) students from ages 5 to 18 years. Teachers rated AA students higher on all symptoms across all age groups. LISREL analysis indicated that scale does not perform identically across groups. This was supported by the results of multidimensional scaling with suggested that there is a different relation between items across groups. Implications for research and practice are discussed.
This article presents qualitative results of the instructional usefulness of a Web-based multimedia problem-based learning module designed to simulate the special education referral process. The multicultural special education (MUSE) module uses three interactive phases to highlight the complexity of determining the nature of academic difficulties when a student has English language limitations. Interviews with instructors and pre-service teachers indicated that the multimedia components of the module created a realistic portrayal of the special education referral process. Furthermore, the group work within the module provided a unique opportunity for pre-service teachers to begin to collaborate with a team to make educational decisions for students they will likely encounter in their future professions.
Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program suggested that the classroom-based pragmatic language intervention may have positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate with others.
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