Continuous Performance Test (CPT) of College Students with ADHD, Psychiatric Disorders, Cognitive Deficits, or No Diagnosis

Autor/inn/en	Advokat, Claire; Martino, Leslie; Hill, B. D.; Gouvier, William
Titel	Continuous Performance Test (CPT) of College Students with ADHD, Psychiatric Disorders, Cognitive Deficits, or No Diagnosis
Quelle	In: Journal of Attention Disorders, 10 (2007) 3, S.253-256 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054706292106
Schlagwörter	College Students; Performance Tests; Attention Deficit Disorders; Identification; Learning Disabilities; Psychoeducational Methods; Neurological Impairments; Intelligence Quotient; Scores; Test Reliability; Error Patterns; Continuous Performance Test + Suchen Sie Ihr Suchwort? Collegestudent; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Identifikation; Identifizierung; Learning handicap; Lernbehinderung; Neurodegenerative Erkrankung; Intelligenzquotient; Testreliabilität; Fehlertyp
Abstract	Objective/Method: The Conner's Continuous Performance Test (CPT) was administered to four groups of adult college students who self-referred for comprehensive psychoeducational evaluation and received either no diagnosis (n = 30) or a diagnosis of ADHD (n = 26), a psychiatric disorder (n = 17), or various cognitive deficits (n = 22). Results: The groups did not differ with respect to age, sex, race, or IQ. Although the ADHD group made more CPT errors of omission, had longer response times, and showed greater variability in responding than the other three groups, these differences did not reach statistical significance when analyzed parametrically using standard scores. But when the pattern of scores across the groups was analyzed nonparametrically, significant and interpretable results emerged. Conclusion: The CPT reliably differentiated between individuals with ADHD and both normal college students and individuals with psychiatric diagnoses but not persons with learning/cognitive disorders. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10