|
Sign In to gain access to subscriptions and/or personal tools.
|
Factor Structure of the Restricted Academic Situation Scale: Implications for ADHD
Sherif Karama,
Leila Ben Amor,
Natalie Grizenko,
Antonio Ciampi,
Valentin Mbekou,
Marina Ter-Stepanian,
Philippe Lageix,
Chantal Baron,
George Schwartz,
and
Ridha Joober*
* To whom correspondence should be addressed. E-mail: ridha.joober{at}douglas.mcgill.ca.
 |
Abstract |
|---|
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.
First published on July 29, 2008, doi:10.1177/1087054708314605
Journal of Attention Disorders 2009;12:442.
A more recent version of this article appeared on March 1, 2009
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
|
|
