| Affiliation: | (1) Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada;(2) Cumberland Mental Health Services, Cumberland, Maryland;(3) Chignecto—Central Regional School Board, Nova Scotia, Canada;(4) Northern Partners in Action for Child and Youth Services is a collaborative venture to improve the quality of life for children and adolescents in Northern Nova Scotia through service and research. Participating agencies (listed alphabetically) include Chignecto—Central Regional School Board; Children!["rsquo"]("/content/j44x2421j3118727/xlarge8217.gif") s Aid Societies of Pictou & Colchester Counties; Department of Community Services; Department of Justice; Department of Psychology at Dalhousie University; Department of Sport & Recreation; Early Intervention Services; Family and Childrens Services of Cumberland; Mental Health Services of Cumberland, Colchester/East Hants & Pictou Counties; Public Health Services, and Shubenacadie Band Council, Nova Scotia, Canada;(5) Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada, B3H 4J1 |
| Abstract: | Cluster analysis was used to investigate the classification of comorbid Attention Deficit Hyperactivity Disorder (ADHD) +Conduct Problems (CP). Teachers rated 1394 elementary school children on symptoms of inattention, hyperactivity/impulsivity, opposition, and conduct problems using the ADS-IV behavior-rating scale. Results suggested that a seven-cluster solution, including two distinct comorbid clusters, was the most appropriate method of classifying children according to behavioral symptoms. A one-way MANOVA showed that overall cluster profiles differed significantly from each other, whereas one-way ANOVAs indicated that clusters differed on age and symptom scores. Chi-square analyses indicated that clusters differed on gender. Post hoc analyses and effect sizes calculations revealed that the comorbid clusters differed from each other and from their single-disorder counterparts on some variables, but not on all. These results provide support for an additive conceptualisation of ADHD +CP. |
