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Multi-Method Assessment of ADHD Characteristics in Preschool Children

Title: Multi-Method Assessment of ADHD Characteristics in Preschool Children: Relations between Measures.
Name(s): Sims, Darcey M, author
Lonigan, Christopher J, author
Type of Resource: text
Genre: Text
Date Issued: 2012-06-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Several forms of assessment tools, including behavioral rating scales and objective tests such as the Continuous Performance Test (CPT), can be used to measure inattentive and hyperactive/impulsive behaviors associated with Attention-Deficit/Hyperactivity Disorder (ADHD). However, research with school-age children has shown that the correlations between parent ratings, teacher ratings, and scores on objective measures of ADHD-characteristic behaviors are modest at best. In this study, we examined the relations between parent and teacher ratings of ADHD and CPT scores in a sample of 65 preschoolers ranging from 50 to 72 months of age. No significant associations between teacher and parent ratings of ADHD were found. Parent-ratings of both inattention and hyperactivity/impulsivity accounted for variance in CPT omission errors but not CPT commission errors. Teacher ratings showed evidence of convergent and discriminant validity when entered simultaneously in a hierarchical regression. These tools may be measuring different aspects of inattention and hyperactivity/impulsivity.
Identifier: FSU_pmch_22518069 (IID), 10.1016/j.ecresq.2011.08.004 (DOI), PMC3327380 (PMCID), 22518069 (RID), 22518069 (EID)
Grant Number: P50 HD052120, P50 HD052120-01
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Early childhood research quarterly.
Issue: iss. 2, vol. 27

Choose the citation style.
Sims, D. M., & Lonigan, C. J. (2012). Multi-Method Assessment of ADHD Characteristics in Preschool Children: Relations between Measures. Early Childhood Research Quarterly. Retrieved from