Assessing sluggish cognitive tempo and ADHD inattention in elementary students: Empirical differentiation, invariance across sex and grade, and measurement precision.
To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child a...
| Published in: | Psychological Assessment Vol. 32; no. 11; pp. 1047 - 1057 |
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| Main Authors: | , , , , , , |
| Format: | journal article |
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American Psychological Association
Nov2020
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=146635937&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 146635937 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10403590 POL jtl: Psychological Assessment issn: 10403590 maglogo: N pubinfo: dt: Nov2020 vid: 32 iid: 11 pid: 34 pub: American Psychological Association artinfo: ui: 146635937 10.1037/pas0000946 ppf: 1047 ppct: 10 formats: tig: atl: Assessing sluggish cognitive tempo and ADHD inattention in elementary students: Empirical differentiation, invariance across sex and grade, and measurement precision. aug: au: Becker, Stephen P. Mossing, Kandace W. Zoromski, Allison K. Vaughn, Aaron J. Epstein, Jeffery N. Tamm, Leanne Burns, G. Leonard affil: Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, and Department of Pediatrics, University of Cincinnati College of Medicine Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, and Department of Pediatrics, University of Cincinnati College of Medicine Department of Psychology, Washington State University su: Attention-deficit hyperactivity disorder Item response theory Child psychology School districts Elementary schools Computer adaptive testing Factor structure sug: subj: Attention-deficit hyperactivity disorder Item response theory Child psychology School districts Elementary schools Elementary and Secondary Schools Computer adaptive testing Factor structure keyword: assessment attention-deficit/hyperactivity disorder impairment measure sluggish cognitive tempo assessment attention-deficit/hyperactivity disorder impairment measure sluggish cognitive tempo ab: To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child and Adolescent Behavior Inventory (CABI) SCT and attention-deficit/hyperactivity disorder inattention (ADHD-IN) modules in a large sample of elementary students. Participants were 7,613 students (Grades 2-5; 50.3% boys) attending 24 elementary schools in 3 school districts. Teachers (N = 398) provided ratings of SCT, ADHD-IN, academic impairment, and social impairment. An a priori 2-factor model with cross-loadings found the SCT items to demonstrate excellent structural validity with ADHD-IN items. The measurement properties of the SCT and ADHD-IN constructs were also invariant across sex and grade. SCT and ADHD-IN were both uniquely associated with academic and social impairment. Graded response item response theory analysis indicated that the SCT and ADHD-IN scales provided a high level of information and precision. The current study replicates and extends previous research and provides the strongest psychometric evidence to date of teacher-rated SCT using the CABI. The teacher-report CABI may be especially useful in the school-based screening of SCT and ADHD-IN. (PsycInfo Database Record (c) 2020 APA, all rights reserved). pubtype: Academic Journal doctype: journal article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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