Date Approved

5-9-2000

Embargo Period

6-20-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Second Advisor

Klanderman, John

Subject(s)

Attention-deficit-disordered children--Education; Hyperactive children--Education

Disciplines

Educational Psychology

Abstract

The purpose of this study was to examine the validity of the Conners' Teacher Rating Scale-Revised: Short Form (CTRS-R: S). The CTRS-R: S is an instrument used for the assessment of attention-deficit disorder and attention deficit hyperactivity disorder (ADD/ADHD) and related behavioral problems in children and adolescents. The study included 225 boys in grades Pre-Kindergarten through eight. The subjects were divided into two groups. Group one consisted of 165 boys who were not diagnosed with ADD/ADHD; Group two consisted of 61 boys who had been previously diagnosed with ADD/ADHD. A second analysis regrouped the sample by grade-groups that were consistent with the age scales for scoring the CTRS-R: S. The subjects were rated by teachers using the CTRS-R: S. A multivariate analysis of variance was performed for both groups across four behavioral conditions: ADHD, hyperactivity, cognitive and oppositional. The results of the analyses were significant for the large sample; however, the analyses of the subgroups were not significant.

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