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

Autor/inn/en	Fabiano, Gregory A.; Pelham, William E., Jr.; Waschbusch, Daniel A.; Gnagy, Elizabeth M.; Lahey, Benjamin B.; Chronis, Andrea M.; Onyango, Adia N.; Kipp, Heidi; Lopez-Williams, Andy; Burrows-MacLean, Lisa
Titel	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
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 35 (2006) 3, S.369-385 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1207/s15374424jccp3503_3
Schlagwörter	Attention Deficit Disorders; Hyperactivity; Psychometrics; Behavior Rating Scales; Children; Correlation; Validity; Symptoms (Individual Disorders); Sampling; Comparative Analysis; Disability Identification; Teacher Attitudes; Parent Attitudes; Teacher Rating Scale + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Psychometry; Psychometrie; Child; Kind; Kinder; Korrelation; Gültigkeit; Psychiatrische Symptomatik; Lehrerverhalten; Elternverhalten
Abstract	Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10