This study evaluated the differerrtial validity of the BASC Teacher Rating Scale (TRS) and the BASC Student Observation System (SOS) in the differentintion of nondisabled children from children with an ADHD diagnosis, and children with only an ADHD dingrrosis from children with ADHD and comorbid dingnoses. The results indicated that the TRS and SOS exhibited good differential validity. The group differences that were found were consistent with the definition of ADHD, and a good classification rate was found for the TRS and SOS (73%). The Predictive Discriminant Analysis also indicated, however, that the SOS does not contribute a sufficient amount of information above and beyond that obtained from the TRS alone.
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