This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Brown, R. T. Search for Related Content PubMed PubMed Citation Articles by Brown, R. T. Pubmed/NCBI databases Medline Plus Health Information Attention Deficit Hyperactivity Disorder Social Bookmarking                         What's this?

Teacher Ratings and the Assessment of Attention Deficit Disordered Children

Ronald T. Brown is an Associate Professor of Psychiatry in the Division of Child and Adolescent Psychiatry of the Emory University School of Medicine. He received his Ph.D. from Georgia State University. Address: Emory University School of Medicine, Department of Psychiatry, Division of Child and Adolescent Psychiatry, Grady Memorial Hospital, 80 Butler Street, S.E., Room C-837, Atlanta, GA 30335.

A recent analysis of teacher ratings of the classroom behavior of 158 attention deficit disordered (ADD) children revealed three factors labeled "Emotional Lability/Conduct," "Temperament," and "Attention/Concentration" which in part correspond to the Diagnostic and Statistical Manual of Mental Disorders (DSM III). To further explore this correspondence, 88 children were identified as those with attention deficit disorder with hyperactivity (ADD-H) and 58 children were identified as those with attention deficit disorder without hyperactivity (ADD) in accordance with DSM III criteria. When the two sub-groups were compared, teachers rated ADD-H children as more problematic than their ADD counterparts. Results of discriminant analysis further indicated that teacher ratings had the potential to discriminate ADD from ADD-H groups. Findings were interpreted to corroborate the distinction between ADD with and without hyperactivity as delineated in the DSM III. Discussion includes an interpretation of these results to suggest that the attention deficit disorder as exhibited in the classroom is a constellation of related attentional as well as behavioral and temperament disturbances. Recommendations were also made to support the diagnostician's use of teacher ratings in identifying ADD children.

Journal of Learning Disabilities, Vol. 19, No. 2, 95-100 (1986)
DOI: 10.1177/002221948601900206


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. D. Stanford and G. W. Hynd Congruence of Behavioral Symptomatology in Children with ADD/H, ADD/WO, and Learning Disabilities J Learn Disabil, April 1, 1994; 27(4): 243 - 253. [Abstract] [PDF]