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Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. II. Classroom Observations
| Content Provider | PubMed Central |
|---|---|
| Author | Mcconaughy, Stephanie H. Ivanova, Masha Y. Kevin, Antshel Eiraldi, Ricardo B. Levent, Dumenci |
| Abstract | Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)—Combined type (n = 64); ADHD—Inattentive type (n = 22); clinically referred without ADHD (n = 51); and nonreferred control children (n = 26). The ADHD—Combined group scored significantly higher than the referred without ADHD group and controls on the DOF Intrusive and Oppositional syndromes, Attention Deficit Hyperactivity Problems scale, Hyperactivity-Impulsivity subscale, and Total Problems; and significantly lower on the DOF On-Task score. The ADHD—Inattentive group scored significantly higher than controls on the DOF Sluggish Cognitive Tempo and Attention Problems syndromes, Inattention subscale, and Total Problems; and significantly lower on the DOF On-Task score. Implications are discussed regarding the discriminative validity of standardized classroom observations for identifying children with ADHD and differentiating between the two ADHD subtypes. |
| Starting Page | 362 |
| File Format | |
| ISSN | 02796015 |
| Journal | School psychology review |
| Issue Number | 3 |
| Volume Number | 38 |
| Language | English |
| Publisher Date | 2009-07-01 |
| Access Restriction | Open |
| Subject Keyword | psychology Research in Higher Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Developmental and Educational Psychology |
