Attention-Deficit/Hyperactivity Disorder Symptoms in Preschool Children: Examining Psychometric Properties Using Item Response Theory

Autor/inn/en	Purpura, David J.; Wilson, Shauna B.; Lonigan, Christopher J.
Titel	Attention-Deficit/Hyperactivity Disorder Symptoms in Preschool Children: Examining Psychometric Properties Using Item Response Theory
Quelle	In: Psychological Assessment, 22 (2010) 3, S.546-558 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-3590
DOI	10.1037/a0019581
Schlagwörter	Mental Disorders; Attention Deficit Hyperactivity Disorder; Preschool Children; Scoring; Psychometrics; Item Response Theory; Attention Deficit Disorders; Symptoms (Individual Disorders); Clinical Diagnosis + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewertung; Psychometry; Psychometrie; Item-Response-Theorie; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Psychiatrische Symptomatik
Abstract	Clear and empirically supported diagnostic symptoms are important for proper diagnosis and treatment of psychological disorders. Unfortunately, the symptoms of many disorders presented in the "Diagnostic and Statistical Manual of Mental Disorders" (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000) lack sufficient psychometric evaluation. In this study, an item response theory (IRT) analysis was applied to ratings of the 18 attention-deficit/hyperactivity disorder (ADHD) symptoms in 268 preschool children. Children (55% boys, 45% girls) in this sample ranged in age from 37 to 74 months; 80.4% were identified as African American, 15.1% as Caucasian, and 4.5% as other ethnicity. Dichotomous and polytomous scoring methods for rating ADHD symptoms were compared and psychometric properties of these symptoms were calculated. Symptom-level analyses revealed that, in general, the current symptoms provided useful information in diagnosing ADHD in preschool children; however, several symptoms provided redundant information and should be examined further. (Contains 7 figures, 2 tables, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10