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Journal of Attention Disorders
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Factor Structure of the Restricted Academic Situation Scale

Implications for ADHD

Sherif Karama

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Leila Ben Amor

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Natalie Grizenko

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Antonio Ciampi

McGill University, Montreal, Canada

Valentin Mbekou

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Marina Ter-Stepanian

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Philippe Lageix

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Chantal Baron

McGill University and Douglas Hospital Research Centre, Montreal, Canada

George Schwartz

McGill University and Douglas Hospital Research Centre, Montreal, Canada

Ridha Joober

McGill University and Douglas Hospital Research Centre, Montreal, Canada, ridha.joober{at}douglas.mcgill.ca

Background: To study the factor structure of the Restricted Academic Situation Scale (RASS), a psychometric tool used to assess behavior in children with ADHD, 117 boys and 21 girls meeting Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) criteria for ADHD and aged between 6 and 12 years were recruited. Assessments were carried out before and 65 min after the administration of either a placebo or 0.25 mg/kg of methylphenidate. Placebo and methylphenidate were each administered according to a double-blind placebo-controlled crossover design. Results: Principal component analysis, followed by a confirmatory maximum likelihood factor analysis, revealed two main factors for the RASS, task disengagement (TD) and motor activation (MA). Only TD was inversely correlated with age, indicating that TD and MA may be differentially modulated during development. Conclusions: MA and TD are distinct traits of ADHD. It may be important to consider them separately when conducting studies on ADHD. (J. of Att. Dis. 2009; 12(5) 442-448)

Key Words: ADHD • children • principal component analysis • factor analysis • Restricted Academic Situation Scale

This version was published on March 1, 2009

Journal of Attention Disorders, Vol. 12, No. 5, 442-448 (2009)
DOI: 10.1177/1087054708314605
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