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 Fletcher, J. M. Articles by Francis, D. J. Search for Related Content PubMed PubMed Citation Articles by Fletcher, J. M. Articles by Francis, D. J. Social Bookmarking                         What's this?

Methodological Issues in the Classification of Attention-Related Disorders

Jack M. Fletcher received a PhD in clinical psychology from the University of Florida in 1978. Dr. Fletcher has published extensively on classification issues for children with learning and attention disorders. He has also published on the neuropsychology of brain injury in children and neuropsychological assessment procedures for children. He is presently an associate professor of pediatrics at the University of Texas Medical School-Houston.

Robin D. Morris

Robin D. Morris received a PhD in clinical psychology from the University of Florida in 1982. He is presently an associate professor of psychology at Georgia State University. Dr. Morris has published extensively on classification issues for children with neurobehavioral disorders. He also conducts research on asymmetry of cognitive and motor functions in children and in primates. Dr. Morris is the methodologist for a major study developing a nosology of children with language disorders, autism, and mental retardation.

David J. Francis

David J. Francis received a PhD in clinical neuropsychology from the University of Houston in 1985. Dr. Francis is an assistant professor of psychology at the University of Houston, where he teaches in the Quantitative Program. Dr. Francis's main interests are in methodological and statistical approaches to children with learning and attention disabilities, as well as children with neurological disorders. Address: Jack M. Fletcher, The University of Texas Medical School at Houston, 6431 Fannin, MSB 3136, Houston, TX 77030.

The classification and identification of children with attention deficit-hyperactivity disorder and related disorders involving learning and behavior are only rudimentarily developed. A major problem is the substantial overlap among children with attention, learning, and behavioral problems. The science of classification provides conceptual and methodological approaches addressing these problems. For successful classification of these children, major issues include (a) the need to provide explicit studies of identification criteria, (b) the need for systematic sampling strategies, (c) development of hypothetical classifications, and (d) systematic assessment of reliability and validity of hypothetical classifications. With the methodological advances provided by classification-oriented research, investigators and practitioners may be able to address issues involving definition and identification of children with attention and related disorders.

Journal of Learning Disabilities, Vol. 24, No. 2, 72-77 (1991)
DOI: 10.1177/002221949102400203


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

This article has been cited by other articles:

				J. B. Hale, J.-A. B. Hoeppner, M. B. DeWitt, D. L. Coury, D. G. Ritacco, and B. Trommer Evaluating Medication Response in ADHD: Cognitive, Behavioral, and Single-Subject Methodology J Learn Disabil, November 1, 1998; 31(6): 595 - 607. [Abstract] [PDF]

				E. E. Rock, M. A. Fessler, and R. P. Church The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual Model J Learn Disabil, May 1, 1997; 30(3): 245 - 263. [Abstract] [PDF]

				C. A. Riccio, M. J. Cohen, G. W. Hynd, and R. W. Keith Validity Of The Auditory Continuous Performance Test In Differentiating Central Processing Auditory Disorders With And Without ADHD J Learn Disabil, September 1, 1996; 29(5): 561 - 566. [Abstract] [PDF]

				D. Symons, C. Greene, and S. Syntons Using Multiple Reporters of Problem Behavior to Predict Clinical Referral of Adolescents with Learning Disabilities Canadian Journal of School Psychology, January 1, 1996; 11(2): 178 - 190. [Abstract] [PDF]

				J. M. Fletcher, S. E. Shaywitz, and B. A. Shaywitz Teacher Questionnaires: A Classification Perspective J Child Neurol, January 1, 1993; 8(1): 3 - 6. [PDF]