Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/919
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits
Authors: Alloway, Tracy Packiam
Gathercole, Susan E
Holmes, Joni
Place, Maurice
Elliott, Julian G
Hilton, Kerry A
Contact Email: t.p.alloway@stir.ac.uk
Keywords: attention
working memory
Continuous Performance Test
ADHD
behavior rating scales
Issue Date: Sep-2009
Publisher: Springer
Citation: Alloway TP, Gathercole SE, Holmes J, Place M, Elliott JG & Hilton KA (2009) The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits, Child Psychiatry and Human Development, 40 (3), pp. 353-366.
Abstract: The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ Teacher Rating Scale (CTRS), the Behavior Rating Inventory of Executive Function (BRIEF), and the Working Memory Rating Scale. The Conners’ Continuous Performance Test (CPT) was also included to determine whether there is a correspondence between performance on this widely used cognitive measure of attention deficits and teacher ratings of classroom behavior. All three behavior scales, but not the CPT, were able to successfully discriminate children with ADHD and those with working memory deficits from typically-developing children. Both the CTRS and the BRIEF discriminated a significant proportion of the children with ADHD from those with working memory deficits, indicating that while both groups exhibit behavioral problems in the classroom, they are characterized by differential attention profiles. The children with ADHD were identified on the basis of oppositional and hyperactive behavior, while those with working memory deficits were more inattentive.
Type: Journal Article
URI: http://hdl.handle.net/1893/919
DOI Link: http://dx.doi.org/10.1007/s10578-009-0131-3
Rights: Published in Child Psychiatry and Human Development by Springer. The original publication is available at www.springerlink.com
Affiliation: Psychology
University of York
University of York
Northumbria University
Durham University
Durham University

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