Validity of objective measures of inattention, impulsive responding, and hyperactivity in a sample of second and third grade students.
Item
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Title
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Validity of objective measures of inattention, impulsive responding, and hyperactivity in a sample of second and third grade students.
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Identifier
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AAI3115265
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identifier
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3115265
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Creator
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Kopstein, Ilene.
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Contributor
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Adviser: Georgiana Shick Tryon
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Date
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2004
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Psychometrics | Education, Educational Psychology | Psychology, Clinical
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Abstract
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This study was an attempt to validate objective measures of overactivity, poor impulse control, and inattention using standard paper-and-pencil measures of these constructs. Standardized measures including an omnibus rating scale of children's behavior (the Behavior Assessment System for Children, BASC), a structured diagnostic parent interview (the Diagnostic Inventory Schedule for Children, DISC-IV), and a teacher-derived rating of specific DSM-IV symptoms (the Diagnostic Rating Scale-Teacher version, DRS-T) of Attention Deficit/Hyperactivity Disorder (AD/HD) were used to predict scores on laboratory measures of attention (solid state actigraph), impulsivity (Continuous Performance Test, CPT; Impulsivity scores), and inattention (CPT Inattention scores).;Participants were a self-selected group of 2nd and 3 rd grade students from a public elementary school in suburban New York State. Of 550 total students, 47 participants (8.5%) completed the protocol. A small group of children (n = 6) who were being treated with stimulant medication received physician permission to miss one dose of medication on the morning of testing.;Analyses of the data indicated that the magnitude of movement was greater in the classroom vs. individual testing sessions. In addition, medicated children exhibited higher levels of activity than non-medicated children during individual testing but not in the classroom setting. Combined parent data (i.e., Hyperactivity T scores plus the average number of hyperactivity or impulsivity symptoms endorsed on the interview) did not predict children's activity in either setting nor did these predict CPT Impulsivity scores. However, there was a trend in the prediction of CPT Inattention scores from parent ratings of Attention Problems and endorsements of DISC inattention symptoms. Similarly, combined parent and teacher Attention Problem ratings approached significance in the prediction of CPT Inattention. Additional predictive evidence for the CPT Inattention measure was indicated by the finding that parent ratings of Attention Problems significantly predicted CPT Inattention scores. No combination of teacher ratings predicted activity levels in either setting nor did these predict CPT Impulsivity or Inattention scores.;The potential influences of informant bias, symptom attenuation, and inter- and intra-situational context on these results are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
