The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits

Autor/inn/en	Alloway, Tracy Packiam; Gathercole, Susan E.; Holmes, Joni; Place, Maurice; Elliott, Julian G.; Hilton, Kerry
Titel	The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits
Quelle	In: Child Psychiatry and Human Development, 40 (2009) 3, S.353-366 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-009-0131-3
Schlagwörter	Check Lists; Student Behavior; Performance Tests; Attention Deficit Hyperactivity Disorder; Rating Scales; Short Term Memory; Diagnostic Tests; Children; Child Behavior; Profiles; Teacher Attitudes; Antisocial Behavior; Symptoms (Individual Disorders); Continuous Performance Test; Teacher Rating Scale + Suchen Sie Ihr Suchwort? Checkliste; Student behaviour; Schülerverhalten; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Rating-Skala; Kurzzeitgedächtnis; Diagnostic test; Diagnostischer Test; Child; Kind; Kinder; Charakterisierung; Profilanalyse; Lehrerverhalten; Psychiatrische Symptomatik
Abstract	The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners' teacher rating scale (CTRS), the behavior rating inventory of executive function (BRIEF), and the working memory rating scale. The Conners' continuous performance test (CPT) was also included to determine whether there is a correspondence between performance on this widely used cognitive measure of attention deficits and teacher ratings of classroom behavior. All three behavior scales, but not the CPT, were able to successfully discriminate children with ADHD and those with working memory deficits from typically-developing children. Both the CTRS and the BRIEF discriminated a significant proportion of the children with ADHD from those with working memory deficits, indicating that while both groups exhibit behavioral problems in the classroom, they are characterized by differential attention profiles. The children with ADHD were identified on the basis of oppositional and hyperactive behavior, while those with working memory deficits were more inattentive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10