The factor structure and validity of a 10-item teacher rating scale designed to measure impairment of classroom functioning related to Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms were evaluated with 109 children at a public elementary school. Items were derived from classroom target behaviors used in behavior modification programs for children with ADHD. A principal components analysis resulted in two unambiguous dimensions, which logically fit names of Attention and Deportment. Using external criteria derived from multiple methods and sources, strong divergent validity was found for the subscales. Results suggest the Attention scale measures impairment of task-appropriate behavior and academic under-productivity associated with DSM-IV Inattention, whereas the Deportment scale measures impairment of rule-appropriate behavior and difficulty with classroom social interactions associated with DSM-IV Hyperactivity-Impulsivity. Despite these preliminary theoretical conclusions, additional data from larger, more diverse samples are needed before normative application of the scale can be justified.
Get full access to this article
View all access options for this article.
References
1.
Abikoff, H., Gittelman-Klein, R., & Klein, D. ( 1977). Validation of a classroom observation code for hyperactive children. Journal of Consulting and Clinical Psychology, 45, 772-783.
2.
American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: Author .
3.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author .
4.
Atkins, M. S., Pelham, W. E., & Licht, M. H. ( 1985). A comparison of objective classroom measures and teacher ratings of attention deficit disorder. Journal of Abnormal Child Psychology, 13, 155-167.
5.
Atkins, M. S., Pelham, W. E., & Licht, M. H. ( 1988). The development and validation of objective classroom measures for conduct and attention deficit disorders. Advances in Behavioral Assessment of Children and Families, 4, 3-31.
6.
Barkley, R. A. (1990). Attention-deficit hyperactivity disorder. A handbook for diagnosis and treatmentNew York: Guilford Press.
7.
Cattell, R. B. (1965). The Scree Test for the number of factors. Multivariate Behavioral Research , 1, 245-276.
8.
Davila, R. R., Williams, M. L., & MacDonald, J. T. (1991). Clarification of policy to address the needs of children with attention deficit disorders within general and/or special education. Memorandum of Sept. 16, Office of Special Education and Rehabilitative Services, U. S. Dept. of Education.
9.
DuPaul, G. J., & Barkley, R. A. (1992). Situational variability of attention problems: Psychometric properties of the Revised Home and School Situations Questionnaires. Journal of Clinical Child Psychology, 21, 178-188.
10.
DuPaul, G. J., Rapport, M. D., & Perriello, L. M. ( 1991). Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review, 20, 284-300.
11.
Frick, P. J., O'Brien, B. S., Wootton, J. M., & McBurnett, K. (1994). Psychopathy and conduct problems in children. Journal of Abnormal Psychology , 103, 700-707.
12.
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating Systems manual. Circle Pines, MN: American Guidance Service.
13.
Hare, R. D. (1991). The Hare Psychopathy Checklist— Revised. Toronto: Multi-Health Systems.
14.
Jacob, R. G., O'Leary, K. D., & Rosenblad, C. ( 1978). Formal and informal classroom settings: Effects on hyperactivity . Journal of Abnormal Child Psychology, 6, 47-59.
15.
Lahey, B. B., Applegate, B., McBurnett, K., Biederman, J., Greenhill, L., Hynd, G. W., Barkley, R. A., Newcorn, J., Jensen, P., Richters, J., Garfinkel, B., Kerdyk, L., Frick, P. J. , Ollendick, T., Perez, D., Hart, E. L., Waldman, I., & Shaffer, D. (1994). DSM-IV Field trials for attention deficit/hyperactivity disorder in children and adolescents. American Journal of Psychiatry, 151, 1673-85.
16.
Lahey, B. B., & Carlson, C. L. (1992). Validity of the diagnostic category of attention deficit disorder without hyperactivity : A review of the literature . In S. E. Shaywitz & B A. Shaywitz (Eds.), Attention deficit disorder comes of age: Toward the twenty-first century (pp. 119-144). Austin, TX: Pro-Ed.
17.
Lahey, B. B., Carlson, C. L., & Frick, P. J. ( 1997). Attention-Deficit Disorder without Hyperactivity. In TA. Widiger, H. A. Pincus, R. Ross, M. B. First, & W. Davis (Eds.), DSM-IV Sourcebook, Vol. III (pp. 163-188). Washington, D. C.: American Psychiatric Association .
18.
Loney, J., & Milich, R. (1982). Hyperactivity, inattention, and aggression in clinical practice. In D. Routh & M. Wolraich (Eds.), Advances in developmental and behavioral pediatrics (Vol. 3, pp. 113-147). Greenwich, CT: JAI Press.
19.
McBurnett, K. (1997). Attention deficit/hyperactivity disorder : Review of diagnostic issues. In T. A. Widiger,
20.
A. J. Frances, H. A. Pincus , R. Ross, M. B. First, & W. Davis (Eds.), DSM-IV Sourcebook, Vol. III (pp. 111-144). Washington, DC: American Psychiatric Association .
21.
Quay, H. C., & Peterson, D. R. (1983). Interim manual for the Revised Behavior Problems Checklist. Miami, FL: Authors.
22.
Rapport, M. D., DuPaul, G. J., Stoner, G., & Jones, J. T. (1986). Comparing classroom and clinic measures of attention deficit disorder: Differential, idiosyncratic, and dose-response effects of methylphenidate. Journal of Consulting and Clinical Psychology, 54, 334-341.
23.
Swanson, J. M. (1988). Discussion . In J. F. Kavanagh & T. J. Truss, Jr. (Eds.), Learning disabilities: proceedings of the national conference (pp 532-546). Parkton, MD : York Press.
24.
Swanson, J. M. (1992). School-based assessments and interventions for ADD students. Irvine : K.C. Publishing Task Force on DSM-IV (1991), DSM-IV Options Book.
