Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder

Stephanie H. McConaughy, Valerie S. Harder, Kevin M. Antshel, Michael Gordon, Ricardo Eiraldi, Levent Dumenci

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)650-666
Number of pages17
JournalJournal of Clinical Child and Adolescent Psychology
Volume39
Issue number5
DOIs
StatePublished - 2010

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology

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