A brief DSM-IV-referenced teacher rating scale for monitoring behavioral improvement in ADHD and co-occurring symptoms

Joyce Sprafkin, Richard Mattison, Kenneth D. Gadow, Jayne Schneider, John V. Lavigne

Research output: Contribution to journalArticle

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Abstract

Objective: To examine the psychometric properties of the 30-item teacher's version of the Child and Adolescent Symptom Inventory Progress Monitor (CASI-PM-T), a DSM-IV-referenced rating scale for monitoring change in ADHD and co-occurring symptoms in youths receiving behavioral or pharmacological interventions. Method: Three separate studies were conducted to determine (a) which items from longer diagnostic instruments were most representative of ADHD and commonly occurring psychiatric syndromes in clinic-referred samples (N = 406) aged between 3 and 18 years, (b) the reliability and validity of the CASI-PM-T in students enrolled in full-time special education programs at the elementary and middle school levels (N = 169), and (c) the clinical utility of measuring behavioral change in a sample of outpatient ADHD children beginning treatment with stimulant medication. Results: Internal consistency reliabilities (.71-.94), 2-week test-retest reliabilities (r = .70-.90), and interrater agreement (r = .44-.78) for the CASI-PM-T symptom categories were comparable to the full-length CASI-4. Convergence was also found between corresponding CASI-PM-T categories and consultant diagnoses of ADHD and ODD as well as school functioning measures of grade-point average and suspensions. The CASI-PM-T also demonstrated sensitivity to stimulant medication treatment effects. Conclusion: Findings provide preliminary support for the reliability, validity, and clinical utility of the CASI-PM-T. (J. of Att. Dis. 2011; 15(3) 235-245).

Original languageEnglish (US)
Pages (from-to)235-245
Number of pages11
JournalJournal of Attention Disorders
Volume15
Issue number3
DOIs
Publication statusPublished - Apr 1 2011

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All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology

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