The diagnostic efficiency of selected items from the behavior assessment system for children (BASC), parent rating and self-report of personality when used with an Attention Deficit Dirorder population /
Ninety-six children diagnosed as Attention Deficit
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739363561&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Ninety-six children diagnosed as Attention Deficit Hyperactivity Disorder (ADHD) and a comparable control sample of 160 children selected from the Behavioral Assessment System for Children (BASC) standardization archive were matched with respect to gender, age, ethnicity, socioeconomic status, and region of the United States. The resulting 144 participants (72 matched pairs of ADHD and control children) were administered the components of the BASC known as Self- report of Personality-Child (SRP-C) and the Parent Rating Scale-Child (PRS-C) in an effort to determine the diagnostic utility of items from these scales with respect to establishing inclusion and exclusion criteria for identifying ADHD. Of specific interest was: (a) regarding inclusion criteria, which items on the BASC (self report and parent report) possess the highest positive predictive power (PPP) when assessing the disorder of ADHD, and (b) regarding exclusion criteria, which items on the BASC (self report and parent report) possess the highest negative predictive power (NPP) when assessing the disorder of ADHD. In addition to the BASC, all children were administered the WRAT-111, The Coloured Progressive Matrices, and the TOMAL assessment instruments as an adjunct to the primary purpose of the study. Conditional probabilities (positive and negative predictive power) were determined for items from the Anxiety Subscale and the Depression Subscale of the SRP-C where individual items were either endorsed (true) or not endorsed (false). For the PRS-C the Aggression, Anxiety, Attention Problems, Conduct Problems, Depression, and Hyperactivity subscales were analyzed using one of two coding schemes. For "Coding Scheme I" response alternatives on the PRS-C of "Sometimes," "Often," and "Almost Always, " were coded as endorsement of the item, and alternative "Never" was coded as a failure to endorse the item. For "Coding Scheme 2" response alternatives on the PRS-C of "often" and "always" were coded as endorsement, and alternatives on the PRS-C of "often" and "always" were coded as endorsement, and alternatives "sometimes" and "never" were coded as failure to endorse. The results of the study showed that while the SRP- C items were generally not useful with respect to diagnosing ADHD, several items from PRS-C possess quite high positive or negative predictive power, with coding scheme I yielding more useful information for exclusion (negative predictive power) and coding scheme 2 yielding more useful information for inclusion (positive predictive power). Although medical convention favors an inclusion strategy, and therein the employment of coding scheme 2, it is recommended that clinical decision-making incorporate data from both coding schemes. Additionally, item analysis methods were contrasted with the more traditional method of using several items to form a scale intended to assess specific contructs. |
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| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | x, 193 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 147-192. |