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The use of the Gordon Diagnostic System for assessing attention deficit disorders as compared with traditional adaptive behavior measures in the public schools
Abstract
Scores on the Burks' Behavior Rating Scales, the Behavior Evaluation Scale, and the Keystone Adaptive Behavior Profile were collected on children in four different groups with twenty students in each group. These groups included a Behavior Disordered group, a Mental Disabilities group and a Learning Disabilities group that were in self-contained classrooms, and a control group of children in regular classrooms. All of these children were also evaluated using the Gordon Diagnostic System, a microprocessor based system for objectively evaluating children for Attention Deficit Disorders. The children ranged in age from six through twelve, and were randomly selected from a group of children receiving special education services in seven elementary schools in the district. The data were analyzed using a discriminant analysis for each of the tests, as well as an analysis of variance on total test scores. A classification analysis was also completed to examine each test's ability to accurately classify children by disability. Results indicated that each of the tests were successful in differentiating the groups from each other. The discriminant analysis resulted in three functions being derived for the BBRS, the BES and the KABP, with only one function being derived for the GDS Efficiency Ratio. Classification analysis indicated that the GDS was most useful for classifying children in the BD and control groups. The usefulness of the GDS as a screening tool was discussed.
Subject Area
Special education
Recommended Citation
Kinstlinger, Gary, "The use of the Gordon Diagnostic System for assessing attention deficit disorders as compared with traditional adaptive behavior measures in the public schools" (1987). ETD collection for University of Nebraska-Lincoln. AAI8803756.
https://digitalcommons.unl.edu/dissertations/AAI8803756