ADHD Assessment: A Comparison of Negative versus Positive Symptom Formats

Autor/inn/en	Hall, John D.; Ashley, Donna M.; Bramlett, Ronald K.; Dielmann, Kim B.; Murphy, John J.
Titel	ADHD Assessment: A Comparison of Negative versus Positive Symptom Formats
Quelle	In: Journal of Applied School Psychology, 21 (2005) 1, S.163-173 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1300/J370v21n01_08
Schlagwörter	Response Style (Tests); Attention Deficit Disorders; Classification; Hyperactivity; Evaluation Methods; Symptoms (Individual Disorders); Public Schools; Children; Child Behavior; Negative Attitudes; Responses; Test Bias; Test Reliability + Suchen Sie Ihr Suchwort? Antwortverhalten; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Classification system; Klassifikation; Klassifikationssystem; Hyperaktivität; Psychiatrische Symptomatik; Public school; Öffentliche Schule; Child; Kind; Kinder; Negative Fixierung; Testkritik; Testreliabilität
Abstract	This study examined effects of negative versus positive symptom formats on the assessment and subsequent classification of ADHD in children in public schools. Symptoms associated with the disorder based on the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) were presented to parents and teachers of referred children according to both types of formats. Informants were then asked to indicate whether the symptoms described the child's behavior over the last six months. Overall, the negatively phrased symptoms appeared to generate response bias which resulted in an increased percentage of children meeting the DSM-IV criteria for ADHD. Additionally, the decision reliability or classification agreement between the two formats was low suggesting the possibility of confirmation bias in the assessment process. Implications for practice and future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10