Analyzing Test and Scales within ADHD Children

Analyzing Tests and Scales within Adhd CHILDREN

Testing is the process of measuring variables by means of device or procedure designed to obtain a sample of behavior, when assessing the information that you have gathered the main purpose is to collect data which will educate you on the tools used for testing, interviews, case studies, behavioral observation, and specially designed apparatus and measurements. Testing should be conducted in an unbiased manner. Scales are considered to be rigorous, when social scientists are constructing scales, they play special attention to test of validity and reliability. These tests can be applied because most scales incorporate the principle of unidimensionality in their construction (Frankfort-Nachmias, and Nachmias, 2008). When looking at reliability and validity and how they are related, reliability refers to the consistency or stability of test scores. On the other hand Validity refers to the accuracy of the inference or interpretations we make from test scores. Researchers have stated that, if you are going to have validity, you must have reliability but reliability in and of it is not enough to ensure validity. Participants used within your study are considered to be the population. Within my discipline it is understood that Likert scale use fixed choice response formats and are designed to measure attitudes or opinions (Bowling 1997, Burns & Grove 1997). These ordinal scales measure levels of agreement/disagreement. Guttman Scale, represent various numbers of items to which the individual is requesting to agree on the topic or disagree. Because I have had the opportunity to evaluate individuals with ADHD, I will use the Wender Utah Rating Scale (WURS) in adults seeking evaluation for attention-deficit/hyperactivity disorder (ADHD). There was a study that took place that studied children with some form of ADHD suggest that from 30% to 60% will continue to exhibit impairment associated with ADHD symptoms into adulthood. Thus it is estimated that approximately 4% of the adult population exhibits ADHD, consistent with recent field surveys in the adult population (Barkley, 1998).
The diagnosis of ADHD in adults is challenging because symptoms of inattentiveness and/or hyperactivity and impulsivity must have been present and causing impairment before they were 7 years old. Although recent studies have suggested this age cutoff may be too stringent, childhood, prepubertal onset is probably still required for the diagnosis to be valid. Retrospective recall bias and elapsed time necessarily limit the accuracy of information on behavior prior to age 7 (Barkley, 1998).

References:

Barkley RA: Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 2nd edition. New York, Guilford, 1998

Frank-fort Nachmias, C & Nachmias, D. (2008). Research methods in the social sciences. (7th ed.). New York, NY: Worth Publishers.

Spencer T, Biederman J, Wilens T, et al: Is attention-deficit hyperactivity disorder in adults a valid disorder? Harv Rev Psychiatry 1994; 1:326—335

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Weiss G, Hechtman L: Hyperactive Children Grown Up: ADHD in Children, Adolescents, and Adults, 2nd edition. New York, Guilford, 1993

References: Barkley RA: Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 2nd edition. New York, Guilford, 1998 Frank-fort Nachmias, C & Nachmias, D. (2008). Research methods in the social sciences. (7th ed.). New York, NY: Worth Publishers. Spencer T, Biederman J, Wilens T, et al: Is attention-deficit hyperactivity disorder in adults a valid disorder? Harv Rev Psychiatry 1994; 1:326—335 + Weiss G, Hechtman L: Hyperactive Children Grown Up: ADHD in Children, Adolescents, and Adults, 2nd edition. New York, Guilford, 1993