Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2002
Thesis Director
Gary L. Canivez
Abstract
The present study examined the convergent, discriminant, and construct validity of the ADD-H Comprehensive Teacher's Rating Scale, Second Edition (ACTeRS) and Adjustment Scales for Children and Adolescents (ASCA). Participants included 106 children between in first through sixth grade for the ACTeRS and ASCA comparison of teacher ratings. The children assessed were 53 children meeting DSM-4 criteria for ADHD and 53 randomly matched control group children. Results of this study indicated moderate correlations between similar scales of the ACTeRS and ASCA. Discriminant function analysis and diagnostic efficiency estimates revealed significantly high capabilities for both instruments in accurately differentiating between known groups. Results from the present study were similar to previous studies examining ADHD rating scales. This study provides support for the construct and discriminant validity of the two measures .
Recommended Citation
Sprouls, Katie, "Convergent, Discriminant, and Construct Validity of the ACTeRS and ASCA" (2002). Masters Theses. 1549.
https://thekeep.eiu.edu/theses/1549
