Empirical analysis of the selective attention and associated behavior checklists of the Aggregate neurobehavioral student health and educational review.
For 111 referred children, the Behavior Observation (BO) and the Selective Attention (SA) components of the Aggregate Neurobehavioral Student Health and Educational Review (ANSER) were completed by mothers and teachers and the Pediatric Examination of Educational Readiness at Middle Childhood was completed by the pediatrician. Smaller samples were used to study concurrent validity. The questionnaires presented high internal reliability. Factor analyses of the BO questionnaires resulted in a common primary factor of "Aggressiveness" for ratings by mothers and teachers. For the SA, "Hyperactivity" (mothers) and "Inattention" (teachers) accounted for the majority of variance. There were modest correlations between teachers and mothers. The correlation between the pediatrician and teachers reached the highest value. The BO-Teachers form was significantly related to the Teacher Report Form and the Conners Teacher Rating Scale. The authors concluded that the ANSER presents concurrent validity for teacher ratings, items predictive of atypical behavior, and a unique pool for defining a subgroup of children with attentional disorders. The limited relationship between mothers and teachers may be ascribed to different interpretations of the same items.
Schmidt
S L
SL
Laboratório de Neurofisiologia, Universidade do Estado do Rio de Janeiro, Hospital Universitario, Brazil. schmidt@uerj.br
Snyder
T J
TJ
Rouget
A C
AC
Gray
E
E
D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis*; D002648:Child; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D008297:Male; D001523:Mental Disorders / Q000175:diagnosis*; D011581:Psychological Tests; D013334:Students; D011795:Surveys and Questionnaires