Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder

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Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder

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dc.contributor.advisor Convey, John en_US
dc.contributor.author Hajghassemali, Shedeh en_US
dc.contributor.other Long, Tom en_US
dc.contributor.other Hunt-White, Tracy en_US
dc.contributor.other Zangaro, George en_US
dc.contributor.other Sober, Daniel en_US
dc.date.accessioned 2011-06-24T17:12:11Z
dc.date.available 2011-06-24T17:12:11Z
dc.date.created 2011 en_US
dc.date.issued 2011-06-24T17:12:11Z
dc.identifier.other Hajghassemali_cua_0043A_10211 en_US
dc.identifier.uri http://hdl.handle.net/1961/9726
dc.description Degree awarded: Ph.D. Education. The Catholic University of America en_US
dc.description.abstract ABSTRACTInterpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students Diagnosed with Attention Deficit Hyperactivity DisorderByShedeh HajghassemaliMajor Professor John J. Convey, Ph.D. DirectorProfessionals who diagnose ADHD must follow the criteria set forth by the Diagnostic and Statistical Manual of Mental Disorders. They not only base their evaluation on characteristic behaviors, but also on a series of medical, behavioral, and educational assessments. The National Institute of Mental Health's (NIMH) Multimodal Treatment Study of Children with and without Attention-Deficit/Hyperactivity Disorder was a multisite study designed to evaluate the primary treatments for ADHD. The NIMH database was created from a large number of assessments that were given to children/adolescent, parents and teachers. The Conners, SNAP-IV and Harter were the only measures completed by all three groups. The purpose of this study was to determine if the responses to the three assessments from adolescents, parents and teachers resulted in four behavioral constructs: Academic, Behavioral, Emotional, and Social. The results of a factor analysis identified Social Behavior in all assessment, and Academic Behavior was observed in all the assessments, except for teachers on the Harter. The Internal Behavior construct was only evident in the adolescent assessment for the Connors and the SNAP-IV. External Behavior was evident in all the parent assessments as well as on two of the adolescent assessments, the Connors and SNAP-IV. The assessments of adolescents had commonalities in Social and Academic Behavior. The assessments completed by parents had three similar constructs: Academic, Social, and External Behavior; while those completed by teachers had only two common constructs: Academic and External Behavior. A multitrait-multimethod matrix analysis showed a lack of convergent or discriminant validity for the constructs across all assessments. Examination of the scores from the Conners and SNAP-IV Adolescent assessments illustrated only moderate agreement in classifying adolescents as having ADHD and Hyperactivity. The results of the study provided another perspective in examining ADHD rating scales that may assist in not only improving psychological assessments but also with the development of a more accurate form of diagnosis. en_US
dc.format.extent 209 p. en_US
dc.format.mimetype application/pdf en_US
dc.publisher The Catholic University of America en_US
dc.subject Educational Psychology en_US
dc.subject.other ADHD en_US
dc.subject.other Behavior en_US
dc.subject.other Relationship en_US
dc.title Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder en_US
dc.type Text en_US
dc.type Dissertation en_US


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