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Attention Deficit Hyperactivity Disorder: scaling and standard setting using Rasch measurement
1University of Illinois at Chicago, 1040 West Harrison Street, M/C 147, Chicago, IL 60607, USA. evsmith@uic.edu
Journal of Applied Measurement
|May 23, 2002
Summary
This study validates the Adult Behavior Checklist Revised for screening Attention Deficit Hyperactivity Disorder (ADHD) in college students. It refines diagnostic standards for inattention and hyperactivity/impulsivity, aiding accurate ADHD identification.
Area of Science:
- Psychology
- Psychometrics
- Clinical Assessment
Background:
- Attention Deficit Hyperactivity Disorder (ADHD) screening in college students requires validated instruments.
- The Adult Behavior Checklist Revised (ABCR) is a potential tool for ADHD assessment in this population.
- Establishing clear diagnostic standards is crucial for accurate ADHD identification and intervention.
Purpose of the Study:
- To explore the dimensionality of the ABCR responses in a college student sample.
- To demonstrate a standard-setting process for diagnostic rating scales using expert judges.
- To refine diagnostic criteria for Inattention and Impulsivity/Hyperactivity in college students with potential ADHD.
Main Methods:
- Rasch rating scale analyses were employed to examine the structure of ABCR responses from 317 undergraduate students.
- Principal component analyses of residuals were conducted to identify secondary dimensions.
- A standard-setting procedure involving 8 expert judges was implemented to establish diagnostic thresholds.
Main Results:
- Rasch analyses supported the interpretation of Inattention and Impulsivity/Hyperactivity as distinct variables within the ABCR.
- Secondary variables with potential clinical implications for ADHD evaluation and treatment were identified.
- Judges exhibited less variability than expected, but some disagreement persisted regarding the threshold for ADHD symptomatology.
Conclusions:
- The study provides empirical support for the ABCR's dimensional structure relevant to ADHD in college students.
- The derived standards for Inattention were more stringent, and for Hyperactive/Impulsive symptoms more lenient, than previously suggested.
- Further refinement of the ABCR and its standard-setting process is recommended to improve ADHD screening efficiency and accuracy in higher education settings.