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Incremental Validity of Test Session and Classroom Observations in a Multimethod Assessment of Attention Deficit/Hyperactivity Disorder / Stephanie H. McCONAUGHY in Journal of Clinical Child & Adolescent Psychology, 39-5 (September-October 2010) 

Public ISBD [article]  in Journal of Clinical Child & Adolescent Psychology > 39-5 (September-October 2010) . - p.650-666 Titre : Incremental Validity of Test Session and Classroom Observations in a Multimethod Assessment of Attention Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Stephanie H. McCONAUGHY, Auteur ; Kevin M. ANTSHEL, Auteur ; Levent DUMENCI, Auteur ; Valerie S. HARDER, Auteur ; Michael GORDON, Auteur ; Ricardo EIRALDI, Auteur Année de publication : 2010 Article en page(s) : p.650-666 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity. En ligne : http://dx.doi.org/10.1080/15374416.2010.501287 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1090 [article] Incremental Validity of Test Session and Classroom Observations in a Multimethod Assessment of Attention Deficit/Hyperactivity Disorder [texte imprimé] / Stephanie H. McCONAUGHY, Auteur ; Kevin M. ANTSHEL, Auteur ; Levent DUMENCI, Auteur ; Valerie S. HARDER, Auteur ; Michael GORDON, Auteur ; Ricardo EIRALDI, Auteur . - 2010 . - p.650-666. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-5 (September-October 2010) . - p.650-666 Index. décimale : PER Périodiques Résumé : This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity. En ligne : http://dx.doi.org/10.1080/15374416.2010.501287 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1090