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Psychometric properties of ADHD rating scales among children with mental retardation I: reliability.
Res Dev Disabil. 2004 Sep-Oct; 25(5):459-76.RD

Abstract

The reliability of Attention-Deficit/Hyperactivity Disorder (ADHD) rating scales in children with mental retardation was assessed. Parents, teachers, and teaching assistants completed ADHD rating scales on 48 children aged 5-12 diagnosed with mental retardation. Measures included the Child Behavior Checklist (CBCL), Conners Rating Scales, the Attention-Deficit/Hyperactivity Disorder Test (ADHDT), the Swanson, Nolan, and Pelham (SNAP) Checklist, the Werry-Weiss-Peters Activity Rating Scale (WWPARS), the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS), and the Aberrant Behavior Checklist-Community (ABC-C). The internal consistency, test-retest, and interrater reliability of each scale was examined. Results showed best support for teacher completed scales, followed by ratings made by teaching assistants, and parent-report scales. Strong support for the internal consistency of the teacher-report measures was found, and it was quite similar to previously reported internal consistencies with typically developing children. Test-retest reliabilities of the teacher report measures were also quite good but tended to be lower than those reported for typically developing children. For teaching assistant ratings, test-retest reliabilities were adequate to very good. The internal consistency reliabilities for parent completed measures were adequate to excellent, but test-retest reliabilities were low. Interrater reliability was best for teacher-teaching assistants. The ABC-C was the only measure on which the interrater reliability was adequate for clinical purposes.

Authors+Show Affiliations

Department of Psychology, Mississippi State University, P.O. Box 6161, Mississippi, MS, USA.No affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Validation Study

Language

eng

PubMed ID

15217674

Citation

Miller, Michael L., et al. "Psychometric Properties of ADHD Rating Scales Among Children With Mental Retardation I: Reliability." Research in Developmental Disabilities, vol. 25, no. 5, 2004, pp. 459-76.
Miller ML, Fee VE, Netterville AK. Psychometric properties of ADHD rating scales among children with mental retardation I: reliability. Res Dev Disabil. 2004;25(5):459-76.
Miller, M. L., Fee, V. E., & Netterville, A. K. (2004). Psychometric properties of ADHD rating scales among children with mental retardation I: reliability. Research in Developmental Disabilities, 25(5), 459-76.
Miller ML, Fee VE, Netterville AK. Psychometric Properties of ADHD Rating Scales Among Children With Mental Retardation I: Reliability. Res Dev Disabil. 2004 Sep-Oct;25(5):459-76. PubMed PMID: 15217674.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Psychometric properties of ADHD rating scales among children with mental retardation I: reliability. AU - Miller,Michael L, AU - Fee,Virginia E, AU - Netterville,Amanda K, PY - 2003/04/07/received PY - 2003/11/17/revised PY - 2003/11/20/accepted PY - 2004/6/26/pubmed PY - 2004/12/16/medline PY - 2004/6/26/entrez SP - 459 EP - 76 JF - Research in developmental disabilities JO - Res Dev Disabil VL - 25 IS - 5 N2 - The reliability of Attention-Deficit/Hyperactivity Disorder (ADHD) rating scales in children with mental retardation was assessed. Parents, teachers, and teaching assistants completed ADHD rating scales on 48 children aged 5-12 diagnosed with mental retardation. Measures included the Child Behavior Checklist (CBCL), Conners Rating Scales, the Attention-Deficit/Hyperactivity Disorder Test (ADHDT), the Swanson, Nolan, and Pelham (SNAP) Checklist, the Werry-Weiss-Peters Activity Rating Scale (WWPARS), the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS), and the Aberrant Behavior Checklist-Community (ABC-C). The internal consistency, test-retest, and interrater reliability of each scale was examined. Results showed best support for teacher completed scales, followed by ratings made by teaching assistants, and parent-report scales. Strong support for the internal consistency of the teacher-report measures was found, and it was quite similar to previously reported internal consistencies with typically developing children. Test-retest reliabilities of the teacher report measures were also quite good but tended to be lower than those reported for typically developing children. For teaching assistant ratings, test-retest reliabilities were adequate to very good. The internal consistency reliabilities for parent completed measures were adequate to excellent, but test-retest reliabilities were low. Interrater reliability was best for teacher-teaching assistants. The ABC-C was the only measure on which the interrater reliability was adequate for clinical purposes. SN - 0891-4222 UR - https://www.unboundmedicine.com/medline/citation/15217674/Psychometric_properties_of_ADHD_rating_scales_among_children_with_mental_retardation_I:_reliability_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S089142220400023X DB - PRIME DP - Unbound Medicine ER -