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VALIDATION OF THE GORDON DIAGNOSTIC SYSTEM AND THE WISC-R IN THE DIAGNOSIS OF ATTENTION DEFICIT DISORDER (HYPERACTIVITY, HYPERKINESIS)
Abstract
The purpose of this study was to identify valid measures of impulsivity, inattention, and hyperactivity associated with the APA-DSM III diagnosis of Attention Deficit Disorder. Specifically, the study investigated the relationship of the Gordon Diagnostic System (GDS) to the Conner's Teacher (CTRS) and Parent (CPSQ) rating scales; the ability of the GDS and WISC-R subscales to discriminate ADD (N = 30) and nonhyperactive subjects with a mixed diagnoses of behavioral and emotional disorders (N = 30); and the effects of Ritalin treatment of ADD subjects (N = 15) compared to non-treated ADD subjects (N = 15) on pre and post measures of the GDS. Male and female elementary school children, ages 6-12, with average IQ were tested on the GDS, WISC-R, WRAT-R, CTRS, and CPSQ. All of the measures differentiated the ADD from the clinical subjects, p < .001. Pearson Product Moment correlations between the GDS and Conner scales were not significant. The measures on the Vigilance Task were the only GDS indices that were significantly related to WISC-R subscales and only for the ADD group. There was a lack of consistency in the correlations on the Delay Task for both ADD and clinical groups. Stepwise discriminant analyses of the GDS and WISC-R subscales selected Efficiency Ratio on the Delay Task; Omissions and Commissions on the Vigilance Task; and Digit Span, Comprehension, Coding, Picture Arrangement, and Arithmetic subscales to predict group membership. These measures correctly classified 86.7% of ADD and clinical subjects. There were no significant differences between the Ritalin treated ADD subjects and the non-treated ADD subjects on post measures on the GDS. On all of the GDS variables except Rewards on the Delay Task, the Ritalin treated subjects showed higher gains on post measures than the non-treated subjects. Failure to reach significance may have been related to low dose levels (5 mg.). The results support the identity of a distinct ADD syndrome and the validity of the GDS and WISC-R in the discrimination of ADD from other clinical diagnoses. The instruments have valid use in clinical application and future developmental research.
Subject Area
Developmental psychology
Recommended Citation
FLANSBURG, MILDRED DALLENE WALLACE, "VALIDATION OF THE GORDON DIAGNOSTIC SYSTEM AND THE WISC-R IN THE DIAGNOSIS OF ATTENTION DEFICIT DISORDER (HYPERACTIVITY, HYPERKINESIS)" (1986). ETD collection for University of Nebraska-Lincoln. AAI8706230.
https://digitalcommons.unl.edu/dissertations/AAI8706230