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dc.creatorDavis, Shari L.
dc.date.available2011-02-18T19:04:28Z
dc.date.issued1995-08
dc.identifier.urihttp://hdl.handle.net/2346/9310en_US
dc.description.abstractIssues surrounding accurate screening instruments of Attention Deficit Hyperactivity Disorder (ADHD) in school-aged children continues to gain much attention. Numerous instruments were constructed to assess ADHD, but few actually address each of the three symptoms, inattention, impulsivity, and hyperactivity. The Attention Deficit Disorder Evaluation Scales (ADDES) is one measure that was written according to the American Psychiatric Association's criteria. However, the stability of the ADDES was measured with classical test score theory, rather than the more powerful technique of generalizability theory. This study investigated the dependability of scores from the ADDES using generalizability theory. Five pairs of classroom teachers completed the ADDES for each student assigned to their respective classrooms which resulted in the involvement of 200 5th-grade students. The teachers independently rated each student on two occasions two weeks apart. Results indicated that minimal variance was noted between the various source of error. Several sample measurement protocols were also investigated. Results suggested that multiple raters provide a more comprehensive view of the child when attempting to screen for ADHD and the ADDES is a valuable instrument for this process.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectAttention deficit hyperactivity disorder (ADHD)en_US
dc.titleA generalizability study of the attention deficit disorder evaluation scale
dc.typeDissertation
thesis.degree.nameEd.D.
thesis.degree.levelDoctoral
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEducational Psychology
thesis.degree.departmentEducational Psychology and Leadership
dc.degree.departmentEducational Psychologyen_US
dc.rights.availabilityUnrestricted.


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