Teacher ratings of Attention-Deficit/Hyperactivity Disorder symptoms: Factor structure and normative data.
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Arthur D. Anastopoulos, Professor and Director of ADHD Clinic (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Attention deficit hyperactivity disorder (ADHD) involves the display of developmentally inappropriate levels of inattention, impulsivity, and overactivity resulting in functional impairment across two or more settings (American Psychiatric Association [ APA], 1994). Approximately 4% of school-aged children and adolescents in the United States have this disorder. Children with this disorder are at higher than average risk for academic underachievement, conduct problems, and social relationship difficulties, as a function of the core symptoms of ADHD (Barkley, 1990). The disorder is chronic for most individuals with ADHD and requires long-term treatment (Weiss & Hechtman, 1993). Given the chronic nature of ADHD and associated problematic outcomes, assessment measures are needed for screening and identification purposes.
Teacher ratings of Attention-Deficit/Hyperactivity Disorder symptoms: Factor structure and normative data.
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Created on 1/1/1997
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Additional Information
- Publication
- Psychological Assessment, 9, 436-444
- Language: English
- Date: 1997
- Keywords
- Attention deficit hyperactivity disorder, ADHD ,