Multi-Method Assessment of ADHD Characteristics in Preschool Children: Relations between Measures

Autor/inn/en	Sims, Darcey M.; Lonigan, Christopher J.
Titel	Multi-Method Assessment of ADHD Characteristics in Preschool Children: Relations between Measures
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.329-337 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.08.004
Schlagwörter	Evidence; Attention Deficit Hyperactivity Disorder; Conceptual Tempo; Performance Tests; Objective Tests; Validity; Preschool Children; Rating Scales; Parent Attitudes; Student Attitudes; Correlation; Measures (Individuals); Scores; Regression (Statistics); Evaluation Methods; Identification + Suchen Sie Ihr Suchwort? Evidenz; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Objektiver Test; Gültigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Elternverhalten; Schülerverhalten; Korrelation; Messdaten; Regression; Regressionsanalyse; Identifikation; Identifizierung
Abstract	Several forms of assessment tools, including behavioral rating scales and objective tests such as the Continuous Performance Test (CPT), can be used to measure inattentive and hyperactive/impulsive behaviors associated with Attention-Deficit/Hyperactivity Disorder (ADHD). However, research with school-age children has shown that the correlations between parent ratings, teacher ratings, and scores on objective measures of ADHD-characteristic behaviors are modest at best. In this study, we examined the relations between parent and teacher ratings of ADHD and CPT scores in a sample of 65 preschoolers ranging from 50 to 72 months of age. No significant associations between teacher and parent ratings of ADHD were found. Parent-ratings of both inattention and hyperactivity/impulsivity accounted for variance in CPT omission errors but not CPT commission errors. Teacher ratings showed evidence of convergent and discriminant validity when entered simultaneously in a hierarchical regression. These tools may be measuring different aspects of inattention and hyperactivity/impulsivity. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10