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Titolo:
AGREEMENT AMONG TEACHERS BEHAVIOR RATINGS OF ADOLESCENTS WITH A CHILDHOOD HISTORY OF ATTENTION-DEFICIT HYPERACTIVITY DISORDER
Autore:
MOLINA BSG; PELHAM WE; BLUMENTHAL J; GALISZEWSKI E;
Indirizzi:
UNIV PITTSBURGH,SCH MED,WESTERN PSYCHIAT INST & CLIN,3811 OHARA ST PITTSBURGH PA 15213 SUNY BUFFALO BUFFALO NY 14260
Titolo Testata:
Journal of clinical child psychology
fascicolo: 3, volume: 27, anno: 1998,
pagine: 330 - 339
SICI:
0047-228X(1998)27:3<330:AATBRO>2.0.ZU;2-I
Fonte:
ISI
Lingua:
ENG
Soggetto:
IV FIELD TRIALS; III-R SYMPTOMS; EMOTIONAL-PROBLEMS; NORMATIVE DATA; CHILDREN; RELIABILITY; VALIDITY; ADHD;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
40
Recensione:
Indirizzi per estratti:
Citazione:
B.S.G. Molina et al., "AGREEMENT AMONG TEACHERS BEHAVIOR RATINGS OF ADOLESCENTS WITH A CHILDHOOD HISTORY OF ATTENTION-DEFICIT HYPERACTIVITY DISORDER", Journal of clinical child psychology, 27(3), 1998, pp. 330-339

Abstract

Examined agreement among secondary school teachers' behavior ratings for 66 adolescent boys with a history of attention deficit hyperactivity disorder. Behavior ratings consisted of the Teacher Report Form, Iowa/Abbreviated Conners, and the Disruptive Behavior Disorders Rating Scale. Ratings from 2 to 5 teachers were collected for each adolescent. In contrast to previous studies, agreement was examined using statistical indices that corrected for chance agreement and discrepancies in scores (i.e., intraclass correlation [ICC], kappa) in addition to traditional indices (i.e., Pearson correlation and percentage agreement) typically used in the relatively sparse literature on teacher agreementfor adolescent behavior ratings. Agreement was poor for dimensional subscale scores (Pearson correlations were in the .40-.50 range, and ICCs were in the .20-.50 range) as well as for categorization of youth as above or below clinical cutoffs (percentage agreement was between 52% and 96%, but ICCs and kappas ranged from .17 to .57). Findings suggest that, regardless of behavior rating scale used, a multiple teacher assessment strategy should be adopted for clinical assessment, treatment design, and evaluation of treatment efficacy.

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Documento generato il 09/04/20 alle ore 13:20:15