Journal of Abnormal Child Psychology

, Volume 17, Issue 4, pp 423–435 | Cite as

The differential validity of teacher ratings of Inattention/Overactivity and Aggression

  • Marc S. Atkins
  • William E. Pelham
  • Mark H. Licht
Article

Abstract

The ability of school-based measures of child behavior to predict differentially the IOWA Conners teacher rating scale Inattention/Overactivity (IO) and Aggression (A) factors was evaluated in a sample of 71 schoolaged boys. Multiple measures and multiple methods of assessment were utilized to provide a comprehensive assessment of social and academic behavior. These included direct observations of children in the classroom and on the playground, examination of the organization of children's desks, measures of academic performance, peer nominations of popularity and rejection, and sociometric ratings using the Pupil Evaluation Inventory. Despite moderately high correlations between the teacher rating factors (r=.60),considerable evidence was provided for differential validity on measures of academic performance, peer rating measures, and measures of disruptive or inappropriate classroom and playground behavior. These differences between IO and A factors indicated that the factors were logically independent in important ways, supporting prior work validating separate hyperactivity and aggression dimensions.

Keywords

Academic Performance Child Behavior Teacher Rating Multiple Method Rating Factor 

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Copyright information

© Plenum Publishing Corporation 1989

Authors and Affiliations

  • Marc S. Atkins
    • 3
  • William E. Pelham
    • 1
  • Mark H. Licht
    • 2
  1. 1.Western Psychiatric Institute and ClinicPittsburgh
  2. 2.Department of PsychologyFlorida State UniversityTallahassee
  3. 3.Department of Pediatric PsychologyChildren's Hospital of Philadelphia, 34th and Civic Blvd.Philadelphia

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