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Standard approaches to the development of psychological measures emphasize the role of the research team in identifying constructs, generating and retaining items, and establishing psychometric soundness. Although there are a number of strengths associated with these methods, the resulting measures may not be culturally sensitive to minority cultural(More)
  • Ricardo B. Eiraldi, Laurie B. Mazzuca, Angela T. Clarke, Thomas J. Power
  • 2006
Despite a significant increase in the number of children and adolescents who receive clinical services for attention deficit hyperactivity disorder (ADHD), there is still a considerable level of unmet need. Children of ethnic minority status continue to lag well behind their non-minority counterparts in the rate of diagnosis and treatment for the disorder.(More)
Children with attention-deficit/hyperactivity disorder typically manifest impairments in multiple settings. Perhaps the most common reason for referral relates to the school impairments experienced by these children. A wide range of intervention strategies have been developed for these children to improve attention and behavior, enhance academic competence,(More)
Examined variables related to parents' stated willingness to pursue treatment, and their actual adherence to treatment recommendations, for children with attention deficit-hyperactivity disorder (ADHD). Parents (87 mothers; 63 fathers) of 91 patients seen for evaluation at an outpatient ADHD clinic completed the ADHD Knowledge and Opinions Survey-Revised(More)
Sluggish cognitive tempo (SCT) was originally identified as a construct that characterized the inattention problems of some children with attention deficit disorder (ADD). Research has indicated that using SCT symptoms to identify a subset of youth with attention-deficit/hyperactivity disorder, predominately inattentive type (ADHD-IT) may elucidate distinct(More)
Evaluated discriminant validity and clinical utility of selected subscales of the Devereux Scales of Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) and the Child Behavior Checklist (CBCL; Achenbach, 1991a) in 228 children referred to a clinic for the evaluation and treatment of attention deficit hyperactivity disorder (ADHD). The DSMD is a(More)
Behavior rating scales are commonly used in the assessment of attention deficit-hyperactivity disorder (ADHD). However, there is little information available concerning the extent to which scales are valid with culturally different students. This study explored the use of the ADHD-IV Rating Scale School Version with male Caucasian (CA) and African American(More)
Adapted methods of behavioral assessment to assess home and school functioning in a way that maps directly to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., [DSM-IV]; American Psychiatric Association, 1994). The study was conducted in a school-based sample with 5- to 12-year-old children referred to a school intervention team. A(More)
OBJECTIVES To identify systematic problems in coordinating care for inner-city minority youths with attention-deficit/hyperactivity disorder. METHODS We recruited participants from inner-city minority communities in a single metropolitan area for a focus group study. We held separate meetings for pediatricians, mental health therapists, school staff, and(More)
  • T J Power
  • 1992
The effect of contextual factors on continuous performance testing was examined by administering a vigilance task to 51 children with ADHD under conditions of examiner presence and absence at different times (i.e., beginning and middle) of an assessment battery. The results showed that the ability to differentiate target stimuli from distractors (d-prime)(More)