A Brief "DSM-IV"-Referenced Teacher Rating Scale for Monitoring Behavioral Improvement in ADHD and Co-Occurring Symptoms

Autor/inn/en	Sprafkin, Joyce; Mattison, Richard E.; Gadow, Kenneth D.; Schneider, Jayne; Lavigne, John V.
Titel	A Brief "DSM-IV"-Referenced Teacher Rating Scale for Monitoring Behavioral Improvement in ADHD and Co-Occurring Symptoms
Quelle	In: Journal of Attention Disorders, 15 (2011) 3, S.235-245 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054709360655
Schlagwörter	Stimulants; Teacher Attitudes; Validity; Interrater Reliability; Rating Scales; Psychometrics; Drug Therapy; Attention Deficit Hyperactivity Disorder; Measures (Individuals); Behavior Change; Symptoms (Individual Disorders); Grade Point Average; Suspension; Outcomes of Treatment; Intervention; Referral; Clinics; Adolescents; Children + Suchen Sie Ihr Suchwort? Droge; Lehrerverhalten; Gültigkeit; Interrater-Reliabilität; Rating-Skala; Psychometry; Psychometrie; Messdaten; Psychiatrische Symptomatik; Ausschluss; Schulausschluss; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder
Abstract	Objective: To examine the psychometric properties of the 30-item teacher's version of the Child and Adolescent Symptom Inventory Progress Monitor (CASI-PM-T), a "DSM-IV"-referenced rating scale for monitoring change in ADHD and co-occurring symptoms in youths receiving behavioral or pharmacological interventions. Method: Three separate studies were conducted to determine (a) which items from longer diagnostic instruments were most representative of ADHD and commonly occurring psychiatric syndromes in clinic-referred samples (N = 406) aged between 3 and 18 years, (b) the reliability and validity of the CASI-PM-T in students enrolled in full-time special education programs at the elementary and middle school levels (N = 169), and (c) the clinical utility of measuring behavioral change in a sample of outpatient ADHD children beginning treatment with stimulant medication. Results: Internal consistency reliabilities (0.71-0.94), 2-week test-retest reliabilities (r = 0.70-0.90), and interrater agreement (r = 0.44-0.78) for the CASI-PM-T symptom categories were comparable to the full-length CASI-4. Convergence was also found between corresponding CASI-PM-T categories and consultant diagnoses of ADHD and ODD as well as school functioning measures of grade-point average and suspensions. The CASI-PM-T also demonstrated sensitivity to stimulant medication treatment effects. Conclusion: Findings provide preliminary support for the reliability, validity, and clinical utility of the CASI-PM-T. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10