OBJECTIVE: The current study sought to establish psychometric properties of the ADHD-FX (a culturally sensitive measure designed to assess functional impairment related to ADHD) in a dual-site clinical sample. METHOD: We analyzed patient charts of 67 children (47 boys and 20 girls, ages 5 to 15 years) receiving comprehensive assessments from two university-based ADHD clinics. RESULTS: The parent and teacher ADHD-FX rating scales demonstrated good psychometric properties via adequate reliability (Cronbach's α > .70), convergent construct validity (significant correlations with majority of theoretically related measures), and divergent construct validity (insignificant correlations with majority of theoretically unrelated measures). CONCLUSION: Results extend upon previously published psychometric analyses to suggest that the ADHD-FX is a reliable and valid measure for parents and teachers to assess functional impairment related to ADHD (i.e., difficulties with academic achievement, social competence, and familial relationships) in community and clinical populations. Clinical implications and future directions are discussed.
OBJECTIVE: The current study sought to establish psychometric properties of the ADHD-FX (a culturally sensitive measure designed to assess functional impairment related to ADHD) in a dual-site clinical sample. METHOD: We analyzed patient charts of 67 children (47 boys and 20 girls, ages 5 to 15 years) receiving comprehensive assessments from two university-based ADHD clinics. RESULTS: The parent and teacher ADHD-FX rating scales demonstrated good psychometric properties via adequate reliability (Cronbach's α > .70), convergent construct validity (significant correlations with majority of theoretically related measures), and divergent construct validity (insignificant correlations with majority of theoretically unrelated measures). CONCLUSION: Results extend upon previously published psychometric analyses to suggest that the ADHD-FX is a reliable and valid measure for parents and teachers to assess functional impairment related to ADHD (i.e., difficulties with academic achievement, social competence, and familial relationships) in community and clinical populations. Clinical implications and future directions are discussed.
Authors: Mark Wolraich; Lawrence Brown; Ronald T Brown; George DuPaul; Marian Earls; Heidi M Feldman; Theodore G Ganiats; Beth Kaplanek; Bruce Meyer; James Perrin; Karen Pierce; Michael Reiff; Martin T Stein; Susanna Visser Journal: Pediatrics Date: 2011-10-16 Impact factor: 7.124
Authors: Erik G Willcutt; Joel T Nigg; Bruce F Pennington; Mary V Solanto; Luis A Rohde; Rosemary Tannock; Sandra K Loo; Caryn L Carlson; Keith McBurnett; Benjamin B Lahey Journal: J Abnorm Psychol Date: 2012-05-21
Authors: Kenneth D Gadow; Deborah A G Drabick; Jan Loney; Joyce Sprafkin; Helen Salisbury; Allen Azizian; Joseph Schwartz Journal: J Child Psychol Psychiatry Date: 2004-09 Impact factor: 8.982
Authors: Stephen V Faraone; Philip Asherson; Tobias Banaschewski; Joseph Biederman; Jan K Buitelaar; Josep Antoni Ramos-Quiroga; Luis Augusto Rohde; Edmund J S Sonuga-Barke; Rosemary Tannock; Barbara Franke Journal: Nat Rev Dis Primers Date: 2015-08-06 Impact factor: 52.329