Ability of College Students to Simulate ADHD on Objective Measures of Attention

Autor/inn/en	Booksh, Randee Lee; Pella, Russell D.; Singh, Ashvind N.; Gouvier, William Drew
Titel	Ability of College Students to Simulate ADHD on Objective Measures of Attention
Quelle	In: Journal of Attention Disorders, 13 (2010) 4, S.325-338 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054708329927
Schlagwörter	Experimental Groups; Undergraduate Students; Attention Deficit Disorders; Hyperactivity; Simulation; Symptoms (Individual Disorders); Measures (Individuals); Comparative Analysis; Knowledge Level; Clinical Diagnosis; Evaluation Methods; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Simulation program; Simulationsprogramm; Psychiatrische Symptomatik; Messdaten; Wissensbasis
Abstract	Objective: The authors examined the ability of college students to simulate ADHD symptoms on objective and self-report measures and the relationship between knowledge of ADHD and ability to simulate ADHD. Method: Undergraduate students were assigned to a control or a simulated ADHD malingering condition and compared with a clinical AD/HD group. The authors used several clinical attentional measures and symptom validity tests to differentiate experimental groups via a series of multivariate procedures. Results: Simulators successfully feigned ADHD symptoms on a retrospective self-report measure. Moreover, knowledge of ADHD was unrelated to objective attentional measure performance. Overall, participants who simulated ADHD on some objective measures (i.e., specific Wechsler Adult Intelligence Scale-III [WAIS-III] subtests) showed similar performance to the clinical ADHD comparison sample. Conclusion: The implications of these findings highlight the importance of relying on multiple vectors of information, be it objective, observational, self-report, or reports by others, when diagnosing ADHD and assessing factors related to potential secondary gain. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10