Teacher Ratings of Young Children with and without ADHD: Construct Validity of Two Child Behavior Rating Scales

Autor/inn/en	Carney, Amy G.; Merrell, Kenneth W.
Titel	Teacher Ratings of Young Children with and without ADHD: Construct Validity of Two Child Behavior Rating Scales
Quelle	In: Assessment for Effective Intervention, 30 (2005) 3, S.65-75 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/073724770503000305
Schlagwörter	Hyperactivity; Construct Validity; Test Validity; Attention Deficit Disorders; Young Children; Child Behavior; Behavior Rating Scales; Measures (Individuals); Student Behavior; Teacher Attitudes; Comparative Analysis; Preschool Children; Kindergarten; Screening Tests + Suchen Sie Ihr Suchwort? Hyperaktivität; Testvalidität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Frühe Kindheit; Messdaten; Student behaviour; Schülerverhalten; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Screening-Verfahren
Abstract	This study examined teachers' behavioral ratings of young children (ages 5 and 6) with and without attention-deficit/hyperactivity disorder (ADHD). A study group consisting of 30 children with formal diagnoses of ADHD and a comparison group of 30 children without ADHD were developed using randomized matching procedures. Teachers of these children rated their behavior at the end of the school year using two child behavior rating instruments: The Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994) and ADHD Symptoms Rating Scale (ADHD-SRS; Holland, Gimpel, & Merrell, 2001). Correlations between scores on the two measures were statistically significant and strong. Differences between behavior rating scores of the two groups were statistically significant and large, and the combination of scores from both measures efficiently predicted group classification. These results support the use of the PKBS and ADHD-SRS as screeners for the presence of ADHD-related behavior in young children and provide additional information on the characteristics of ADHD symptoms in young children. Implications for research and practice are discussed. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10