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ERIC Number: EJ804420
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1087-0547
Modifying the Response Labels of an ADHD Teacher Rating Scale: Psychometric and Epidemiologic Implications
Rowland, Andrew S.; Umbach, David M.; Bohlig, E. Michael; Stallone, Lil; Sandler, Dale P.
Journal of Attention Disorders, v11 n3 p384-397 2007
Objective: To evaluate the impact of changing the response labels of a teacher rating scale in a population-based study of ADHD. Method: For parents, the Diagnostic Interview Schedule for Children, which asks whether each of 18 symptoms occurred "often" in the past year, was used. For teachers, most scales use a 4-point scale, with "often" and "very often" as the two highest categories. To make the two instruments more compatible, the authors created a teacher rating scale with "often" as the highest category. Teachers rated more than 6,000 elementary school students using this instrument. Some teachers completed ratings using both questionnaire formats. Results: The scale's internal consistency, convergent validity, and test-retest reliability are excellent. The factor structure is consistent with established "DSM-IV"-based instruments. Response category choices influence the proportion of children exceeding symptom and impairment thresholds. Conclusion: Altering the response scale does not degrade the psychometric properties of the instrument but makes important differences in the sample. (Contains 6 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Diagnostic Interview Schedule for Children; Teacher Rating Scale