Factor Structure and Criterion Validity of Secondary School Teacher Ratings of ADHD and ODD |
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| Authors: | Brooke S. G. Molina Bradley H. Smith William E. Pelham |
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| Affiliation: | (1) Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania;(2) Department of Psychology, University of South Carolina, South Carolina;(3) Department of Psychology, SUNY at Buffalo, New York |
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| Abstract: | ![]()
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. |
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| Keywords: | Adolescent ADHD behavior ratings disruptive behavior |
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