Journal of Attention Disorders

 

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Journal of Attention Disorders, Vol. 2, No. 2, 69-76 (1997)
DOI: 10.1177/108705479700200201

A measure of ADHD-related classroom impairment based on targets for behavioral intervention

K. McBurnett

J.M. Swanson

L.J. Pfiffner

L. Tamm

The factor structure and validity of a 10-item teacher rating scale designed to measure impairment of classroom functioning related to Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms were evaluated with 109 children at a public elementary school. Items were derived from classroom target behaviors used in behavior modification programs for children with ADHD. A principal components analysis resulted in two unambiguous dimensions, which logically fit names of Attention and Deportment. Using external criteria derived from multiple methods and sources, strong divergent validity was found for the subscales. Results suggest the Attention scale measures impairment of task-appropriate behavior and academic under-productivity associated with DSM-IV Inattention, whereas the Deportment scale measures impairment of rule-appropriate behavior and difficulty with classroom social interactions associated with DSM-IV Hyperactivity-Impulsivity. Despite these preliminary theoretical conclusions, additional data from larger, more diverse samples are needed before normative application of the scale can be justified.


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