科研之友
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摘要
Objective: To assess three of the better known screeners for Attention Deficit/Hyperactive Disorder (ADHD) and review the relationship between ADHD and cognitive ability. Method: The three ADHD screeners were administered to 111 college students enrolled in a college Introductory Psychology class, on whom ACT scores and total course performance were also available. As a measure of cognitive ability, the Wonderlic Personnel Test (Wonderlic, Inc., 2000) was also administered. Furthermore, self-report data were available from participants who had been diagnosed with ADHD. The three screeners were the Adult ADHD Self-Report Scale (ASRS) (Kessler et al., 2005), the Conners%26apos; Adult ADHD Rating Scale-Self-Report: Long Version (CAARS) (Conners, Erhardt, %26 Sparrow, 1999), and the Brown ADD Scales (Brown, 1996). Results: The results are discussed in terms of the scales%26apos; reliability, as well as their relationship to academic aptitude, class performance, and their ability to identify self-reported ADHD diagnoses. Conclusion: All three screeners exhibited acceptable reliability levels. Criterion validity was demonstrated by the relationship between the CAARS%26apos;s inattention subscale and self-reported cases of ADHD. Criterion validity was also seen in the relationship found between the CAARS%26apos;s hyperactivity/restlessness subscale and the total course performance even after controlling for cognitive ability. Contrary to past research cognitive ability exhibited a weak but significant relationship with a few screeners and screener subscales.
- 出版日期2013-7
