Correlation of continuous performance test variables with teacher ratings of behavior among referred and nonreferred students

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dc.contributor.advisor Gridley, Betty E. en_US
dc.contributor.author Hinds, Patricia L. en_US
dc.date.accessioned 2011-06-03T19:26:45Z
dc.date.available 2011-06-03T19:26:45Z
dc.date.created 1999 en_US
dc.date.issued 1999
dc.identifier LD2489.Z68 1999 .H56 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176793
dc.description.abstract The purpose of this study was to explore the nature of the relationship between a continuous performance test (CPT) and teachers' ratings of behavior. Assessment data were archival in nature. One hundred-one children from one rural, middle-class, predominately Caucasian school district in a Midwestern state were selected who had taken the Test of Variables of Attention (TOVA) and whose teachers had completed the Attention Deficit Disorders Evaluation ScaleSchool Version (ADDES) and the Child Behavior ChecklistTeacher Report Form (TRF). Of this group 46 had been referred for Attention-Deficit/Hyperactivity Disorder (ADHD) and/or learning difficulties and 55 had participated in a local norming project for the TOVA.Descriptive statistics were found for CPT variables and teachers' ratings of behavior for all participants, boys and girls separately, and referred and nonreferred separately. The research question was investigated using a matrix of partial correlations controlled for age. TOVA variables included Omissions, Commissions, Response Time, Response Time Variability, Anticipatory Responses, and Multiple Responses. Teacher's rating scale variables included the ADDES Total and subscales Inattention, Impulsive, and Hyperactive as well as the TRF Attention Problems, and Aggressive Behavior.Research provided support that TOVA Omissions and Commissions are valid indicators of ADHD as measured by teachers' ratings of behavior. Response Time Variability and Multiple Responses may be valid indicators of generalized behavior dysfunction as measured by teachers' ratings of behavior. Anticipatory Responses and Response Time may aid in distinguishing ADHD with and without hyperactivity but further research is recommended. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent vi, 122 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Personality tests for children. en_US
dc.subject.lcsh Behavioral assessment of children. en_US
dc.subject.lcsh Psychological tests for children -- Interpretation. en_US
dc.subject.lcsh Attention-deficit-disordered children -- Psychological testing. en_US
dc.subject.lcsh Attention-deficit hyperactivity disorder -- Diagnosis. en_US
dc.title Correlation of continuous performance test variables with teacher ratings of behavior among referred and nonreferred students en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1137587 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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