Factor structure and criterion validity of secondary school teacher ratings of ADHD and ODD.
Attention-Deficit Hyperactivity Disorder (ADHD) is currently viewed as a heterogeneous disorder with two factors: inattention and impulsivity-hyperactivity. This conceptualization of ADHD is based primarily on research with children or samples that mix children and adolescents. To examine if the 2-factor ADHD model is appropriate for adolescents and if the ADHD factors are distinct from Oppositional Defiant Disorder (ODD) in adolescents, teacher rating data were collected for 2 samples of adolescents. The results of a confirmatory factor analysis supported the convergent and divergent validity of a model with separate but correlated factors for inattention, impulsivity-hyperactivity, and defiant behavior. Further evidence of construct validity was found when factor scores were examined relative to the criterion variables of academic performance and rule-breaking behavior. The results support the utility of teacher ratings of ADHD and ODD in the assessment of adolescents, and the applicability of the DSM-IV conceptualization of these disorders to adolescents.
Molina
B S
BS
Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, Pennsylvania 15213, USA. molinab@msx.upmc.edu
Smith
B H
BH
Pelham
W E
WE
D000293:Adolescent; D000294:Adolescent Behavior; D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000523:psychology*; D002648:Child; D003937:Diagnosis, Differential; D005163:Factor Analysis, Statistical; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008960:Models, Psychological; D011594:Psychometrics; D012680:Sensitivity and Specificity