TY - JOUR
T1 - Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder
AU - McConaughy, Stephanie H.
AU - Harder, Valerie S.
AU - Antshel, Kevin M.
AU - Gordon, Michael
AU - Eiraldi, Ricardo
AU - Dumenci, Levent
N1 - Funding Information:
Preparation of this article was supported in part by Grant R01 HD40220 from the National Institute of Child Health and Human Development to Stephanie McConaughy at the University of Vermont and by the University of Vermont Research Center for Children, Youth, and Families. Statements do not represent the position or policy of these agencies and no official endorsement by them should be inferred.
PY - 2010
Y1 - 2010
N2 - This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity.
AB - This study tested the incremental validity of behavioral observations, over and above parent and teacher reports, for assessing symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using the Test Observation Form (TOF) and Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment. The TOF Attention Problems and DOF Intrusive scales contributed significant unique variance, over and above parent and teacher ratings, to predicting parent and teacher ratings of hyperactivity and impulsivity and predicting categorical diagnoses of ADHD-Combined type versus Non-ADHD and ADHD-Combined type versus ADHD-Predominantly Inattentive type. The TOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting parent ratings of hyperactivity and impulsivity and the DOF Oppositional and Attention Deficit/Hyperactivity Problems scales contributed unique variance to predicting teacher ratings of hyperactivity and impulsivity.
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U2 - 10.1080/15374416.2010.501287
DO - 10.1080/15374416.2010.501287
M3 - Article
C2 - 20706918
AN - SCOPUS:77955608594
SN - 1537-4416
VL - 39
SP - 650
EP - 666
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 5
ER -