Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Konold, T. R.
Right arrow Articles by Glutting, J. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Konold, T. R.
Right arrow Articles by Glutting, J. J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

ADHD and Method Variance

A Latent Variable Approach Applied to a Nationally Representative Sample of College Freshmen

Timothy R. Konold

University of Virginia, Charlottesville

Joseph J. Glutting

University of Delaware, Newark

This study employed a correlated trait—correlated method application of confirmatory factor analysis to disentangle trait and method variance from measures of attention-deficit/hyperactivity disorder obtained at the college level. The two trait factors were Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition (DSM—IV ) Inattention and DSM—IV Hyperactivity-Impulsivity. The two source factors were self-reports and parent-reports. Data were collected for an epidemiological sample (N = 1,079) of college freshmen stratified for race/ethnicity, gender, and ability level according to national targets for the U.S. college population. Results revealed (a) parents' ratings were better measures of internalizing behavioral dimensions and that students' ratings were better measures of externalizing dimensions of behavior, (b) informants have a greater impact on behavior ratings than the behavioral construct that is presumed to be the primary cause of the behavior as measured by the CARE, (c) relationships among the method factors revealed a substantial amount of unique variance among informants, and (d) relationships among trait factors were largely within expectation.

Key Words: attention-deficit/hyperactivity disorder (ADHD) • assessment • methodological issues

Journal of Learning Disabilities, Vol. 41, No. 5, 405-416 (2008)
DOI: 10.1177/0022219408321111
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?