This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Simonsen, B. M. Articles by Bullis, M. D. Search for Related Content Social Bookmarking                   What's this?

The Effectiveness of Using a Multiple Gating Approach to Discriminate Among ADHD Subtypes

Department of Educational Psychology in the Neag School of Education, brandi.simonsen{at}uconn.edu

Michael D. Bullis

University of Oregon

This study explored the ability of Systematically Progressive Assessment (SPA), a multiple gating approach for assessing students with attention-deficit/hyperactivity disorder (ADHD), to discriminate between subtypes of ADHD. A total of 48 students with ADHD (ages 6—11) were evaluated with three "gates" of assessment. Logistic regression analysis was used to examine the predictive utility of measures within each gate to accurately classify students with the appropriate subtype of ADHD (inattentive or hyperactive—impulsive/combined). Preliminary results indicate that children with ADHD can be classified with the appropriate subtype, on the basis of parents' and observers' ratings of student behavior, with 88% accuracy.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?