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Titolo:
Using behavior rating scales for ADHD across ethnic groups: The IOWA conners
Autore:
Reid, R; Casat, CD; Norton, HJ; Anastopoulos, AD; Temple, EP;
Indirizzi:
Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE 68583 USAUniv Nebraska Lincoln NE USA 68583 ommun Disorders, Lincoln, NE 68583 USA Carolinas Hlth Care Syst, Behav Hlth Ctr, Charlotte, NC USA Carolinas HlthCare Syst Charlotte NC USA av Hlth Ctr, Charlotte, NC USA Univ N Carolina, Dept Psychol, Greensboro, NC 27412 USA Univ N Carolina Greensboro NC USA 27412 Psychol, Greensboro, NC 27412 USA
Titolo Testata:
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
fascicolo: 4, volume: 9, anno: 2001,
pagine: 210 - 218
SICI:
1063-4266(200124)9:4<210:UBRSFA>2.0.ZU;2-E
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEFICIT-HYPERACTIVITY DISORDER; TEACHERS RATINGS; DISRUPTIVE BEHAVIORS; CLASSROOM-BEHAVIOR; NORMATIVE DATA; RISK-FACTORS; CHILDREN; VALIDATION; CHILDHOOD; SYMPTOMS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
37
Recensione:
Indirizzi per estratti:
Indirizzo: Reid, R Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE 68583 USA Univ Nebraska Lincoln NE USA 68583 sorders, Lincoln, NE 68583 USA
Citazione:
R. Reid et al., "Using behavior rating scales for ADHD across ethnic groups: The IOWA conners", J E BEH DIS, 9(4), 2001, pp. 210-218

Abstract

In this study we examined the normative and construct equivalence of the teacher IOWA Conners Rating Scale (IOWA) in a sample of 3,998 elementary school children (2,124 African American and 1,874 European American) ages 5 to11 years in an urban school district. Risk odds ratios (% > 2 SD) were calculated by gender and ethnicity. An exploratory Principal Axis factor analysis was performed to determine the appropriateness of the 2-factor model. Structural equation modeling was used to estimate the degree of fit for the 2-factor model. Both African American boys and girls received significantlyhigher scores than their European American counterpoints. There was a 2.48to 3.51 greater likelihood for African American boys and a 3.60 to 5.27 greater likelihood of African American girls to be rated > 2 SD above the mean for inattention/overactivity, aggression, or IOWA Conners Rating Scale scores. A rater ethnicity by student ethnicity (European American vs. AfricanAmerican) interaction was also found. Confirmatory factor analysis indicated that the same 2-factor model was appropriate for the African American and European American groups. The results suggest that although there is construct equivalence across the African American and European American groups,there is still a question as to normative equivalence.

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Documento generato il 21/01/20 alle ore 07:15:17