A comparison of objective classroom measures and teacher ratings of attention deficit disorder

Atkins, Marc S.; Pelham, William E.; Licht, Mark H.

doi:10.1007/bf00918379

Cited by 151 publications

(79 citation statements)

References 12 publications

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“…Among the ADHD-specific rating scales that were reviewed, the ADHD Index and the DSM-IV Symptoms Scale of the 1997 revision of the Conners' Rating Scale 30 and the Hyperactivity and Inattention Subscales of the SNAP Checklist 32 performed well in discriminating between children with ADHD and normal controls. It should be noted, however, that while parent-or teacher-completed broad-band scales are not recommended to specifically diagnose ADHD, global rating scales may be useful to screen for co-occurring problems.…”

Section: Discussionmentioning

confidence: 99%

Prevalence and Assessment of Attention-Deficit/Hyperactivity Disorder in Primary Care Settings

et al. 2001

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ABSTRACT. Research literature relating to the prevalence of attention-deficit/hyperactivity disorder (ADHD) and co-occurring conditions in children from primary care settings and the general population is reviewed as the basis of the American Academy of Pediatrics clinical practice guideline for the assessment and diagnosis of ADHD. Epidemiologic studies revealed prevalence rates generally ranging from 4% to 12% in the general population of 6 to 12 year olds. Similar or slightly lower rates of ADHD were revealed in pediatric primary care settings. Other behavioral, emotional, and learning problems significantly co-occurred with ADHD. Also reviewed were rating scales and medical tests that could be employed in evaluating ADHD. The utility of using both parent-and teacher-completed rating scales that specifically assess symptoms of ADHD in the diagnostic process was supported. Recommendations were made regarding the assessment of children with suspected ADHD in the pediatric primary care setting. Pediatrics 2001;107(3). URL: http://www.pediatrics.org/cgi/content/ full/107/3/e43; prevalence, attention-deficit/hyperactivity disorder, primary care.ABBREVIATIONS. ADHD, attention-deficit/hyperactivity disorder; TRI, Technical Resources International; DSM, Diagnostic and Statistical Manual; DISC, Diagnostic Interview Schedule for Children; EEG, electroencephalogram; ERP, event-related potential.A ttention-deficit/hyperactivity disorder (ADHD) has defining features of inattention, overactivity, and impulsivity. 1 It is the most frequently encountered childhood-onset neurodevelopmental disorder in primary care settings. Symptoms frequently co-occur with other emotional, behavioral, and learning problems, including oppositional defiant disorder, conduct disorder, depression, anxiety, and learning disabilities. The cause of ADHD is unknown, and multiple pathways may lead to the phenotypic expression of the disorder. 2 Public awareness of ADHD has increased, and the disorder represents a public health concern with significant effects on children's functioning across multiple areas. 2 Referrals to health care professionals for children suspected of having the disorder continue at a high rate, and changes in the health care system in the United States have placed increasing demands on primary care pediatricians to diagnose and manage the disorder. It is now recognized that ADHD is a chronic condition that will persist over the life span. 2 The American Academy of Pediatrics Committee on Quality Improvement Subcommittee on Attention-Deficit/Hyperactivity Disorder synthesized a clinical practice guideline for the diagnosis and evaluation of children with ADHD. 3 This report will highlight the empirical literature review on which this practice guideline is based. The subcommittee worked with Technical Resources International (TRI), Washington, DC, under the auspices of the Agency for Healthcare Research and Quality, to develop an evidence base addressing questions regarding the prevalence, co-occurring conditions, and diagnostic ...

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Section: Discussionmentioning

confidence: 99%

Prevalence and Assessment of Attention-Deficit/Hyperactivity Disorder in Primary Care Settings

et al. 2001

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“…For instance, useful criterion measures for Hyperactivity-Impulsivity may have included direct observations of out-of-seat and callingout behaviors. Also, a desk check for organization (Atkins, Pelham, & Licht, 1985) may have provided a useful criterion measure for the Inattention factor.…”

Section: Discussionmentioning

confidence: 99%

Reliability and Validity of Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms

DuPaul

Power

McGoey

et al. 1998

Journal of Psychoeducational Assessment

167

104

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Abstract:The reliability and criterion-related validity of the Home and School versions of the AD/HD Rating Scale-IV were evaluated in a nonreferred sample of 71 students. Parent and teacher ratings were obtained 4 weeks apart at a time contemporaneous with observations of classroom behavior and academic productivity. Results indicated adequate levels of internal consistency, test-retest reliability, and cross-informant agreement for both parent and teacher ratings. Teacher ratings were significantly correlated with classroom observational data, and parent ratings were primarily related to behavior ratings. The discriminant validity of these scales also was examined in a sample of 92 clinic-referred children.

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“…During all of the Saturday activities, trained undergraduate observers recorded on-task and disruptive behavior using an adaptation of the COCADD observational coding system (Atkins, Pelham, & Licht, 1988) that has been used in many studies of classroom functioning in children with ADHD (Pelham, Fabiano, & Massetti, 2005;. Individual observation categories used in this study included on-task behavior in the classroom and disruptive behavior during board game and recess periods.…”

Section: Dbdmentioning

confidence: 99%

A Practical Measure of Impairment: Psychometric Properties of the Impairment Rating Scale in Samples of Children With Attention Deficit Hyperactivity Disorder and Two School-Based Samples

Fabiano¹,

Pelham²,

Waschbusch³

et al. 2006

Journal of Clinical Child & Adolescent Psychology

605

615

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A comparison of objective classroom measures and teacher ratings of attention deficit disorder

Cited by 151 publications

References 12 publications

Prevalence and Assessment of Attention-Deficit/Hyperactivity Disorder in Primary Care Settings

Prevalence and Assessment of Attention-Deficit/Hyperactivity Disorder in Primary Care Settings

Reliability and Validity of Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms

A Practical Measure of Impairment: Psychometric Properties of the Impairment Rating Scale in Samples of Children With Attention Deficit Hyperactivity Disorder and Two School-Based Samples

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