TY - JOUR
T1 - A practical measure of impairment
T2 - Psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples
AU - Fabiano, Gregory A.
AU - Pelham, William E.
AU - Waschbusch, Daniel A.
AU - Gnagy, Elizabeth M.
AU - Lahey, Benjamin B.
AU - Chronis, Andrea M.
AU - Onyango, Adia N.
AU - Kipp, Heidi
AU - Lopez-Williams, Andy
AU - Burrows-MacLean, Lisa
N1 - Funding Information:
During the preparation of this article, Dr. Fabiano was supported by a National Institute of Mental Health (NIMH) predoctoral fellowship (1 F31 MH64243–01A1). Dr. Pelham was supported in part by the National Institute of Alcohol Abuse and Alcoholism (AA11873), the National Institute on Drug Abuse (DA12414, DA12986), the National Institute on Mental Health (MH62946, MH53554, MH065899, MH62988), the Institute of Education Science (LO30000665A), and the National Institute of Child and Human Development (HD040935). Dr.LaheywassupportedbyNIMHGrantR01MH053554.Study4was partially supported by grants to Dr. Waschbusch from the Nova Scotia Health Research Foundation (No. 304E) and from the Social Sciences and Humanities Research Council of Canada (839–2000–1061).
PY - 2006
Y1 - 2006
N2 - Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed.
AB - Assessing impairment is an explicit component of current psychiatric diagnostic systems. A brief parent and teacher rating scale for assessing impairment was developed and studied using attention deficit hyperactivity disorder (ADHD) as an exemplar disorder. The psychometric properties of the Impairment Rating Scale (IRS) were measured in 4 samples. Two included ADHD and matched comparison children and the other 2 a school sample. Overall, IRS ratings exhibited very good temporal stability. They correlated with other impairment ratings and behavioral measures and displayed evidence of convergent and discriminant validity. The IRS was highly effective in discriminating between children with and without ADHD. Evidence that the parent and teacher IRS accounted for unique variance beyond ratings of ADHD symptoms is also presented. The scale is brief, practical, and in the public domain. The results of the studies and implications for the assessment of impairment are discussed.
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U2 - 10.1207/s15374424jccp3503_3
DO - 10.1207/s15374424jccp3503_3
M3 - Article
C2 - 16836475
AN - SCOPUS:33747193542
SN - 1537-4416
VL - 35
SP - 369
EP - 385
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 3
ER -