Standardized observational assessment of attention deficit hyperactivity disorder combined and predominantly inattentive subtypes. II. classroom observations

Stephanie H. McConaughy, Masha Y. Ivanova, Kevin Antshel, Ricardo B. Eiraldi, Lèvent Dumenci

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)-Combined type (n = 64); ADHD-Inattentive type (n = 22); clinically referred without ADHD (n = 51); and nonreferred control children (n = 26). The ADHD-Combined group scored significantly higher than the referred without ADHD group and controls on the DOF Intrusive and Oppositional syndromes, Attention Deficit Hyperactivity Problems scale, Hyperactivity-Impulsivity subscale, and Total Problems; and significantly lower on the DOF On-Task score. The ADHD-Inattentive group scored significantly higher than controls on the DOF Sluggish Cognitive Tempo and Attention Problems syndromes, Inattention subscale, and Total Problems; and significantly lower on the DOF On-Task score. Implications are discussed regarding the discriminative validity of standardized classroom observations for identifying children with ADHD and differentiating between the two ADHD subtypes.

Original languageEnglish (US)
Pages (from-to)362-381
Number of pages20
JournalSchool Psychology Review
Volume38
Issue number3
StatePublished - Sep 1 2009

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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