Attention-Deficit/Hyperactivity Disorder in School Aged Children: A Validity Study of Diagnostic Assessments
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
5-22-2024
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) affects nearly 6.1 million children each year (Danielson et al., 2018). This neurodevelopmental disorder, typically diagnosed in childhood, causes attentional issues, hyperactivity, and impulsive behavior that ultimately leads to dysfunctions in school, at home, and with social relationships (APA, 2022.) Diagnostic procedures for ADHD range from a simple interview to a full comprehensive battery without much agreement in the field as to best practices for diagnosis (Brock & Clinton, 2007). Rating scales such as the Behavioral Assessment for Children third edition (BASC-3) are commonly used in assessing internalizing and externalizing problems and evaluating ADHD, but some caution against solely using rating scales for diagnosis. Computerized measures of sustained attention such as the Conners’ Continuance Performance Task- 3 (CPT-3) are also utilized in ADHD assessment; however, little research evaluates the combined use of rating scales and computerized measures to assess ADHD. Therefore, the purpose of this study was to examine the validity of the BASC-3 and CPT-3 in accurately diagnosing ADHD. Utilizing client data from a psychological testing clinic, 22 case files were examined. Client demographic information as well as scores on the BASC-3 and CPT-3 were recorded. Interesting results were found demonstrating some relationships between measures on the BASC-3 and CPT-3; while other expected associations were not significant, calling into question the validity of utilizing these two measures in psychological evaluations. No sex differences were observed, aligning with some previous research and supports research calling accuracy of female ADHD detection and diagnosis. Limitations are discussed. This study helps fill the gap in diagnostic literature and calls for additional research on ADHD diagnosis and sex differences.
Advisor
Karin Tochkov
Subject Categories
Psychology | Social and Behavioral Sciences
Recommended Citation
Mann, Brooke, "Attention-Deficit/Hyperactivity Disorder in School Aged Children: A Validity Study of Diagnostic Assessments" (2024). Electronic Theses & Dissertations. 1173.
https://digitalcommons.tamuc.edu/etd/1173
