This study reports the development of the Gender Role Conflict Scale-Adolescent Version (GRCS-A), which was based on the adult measure developed by J. M. O'Neil, B. J. Helms, R. K. Gable, L. David, and L. S. Wrightsman (1986). Results suggested that the GRCS-A is a psychometrically robust instrument that positively correlated with self-reports of psychological distress, as measured by the Conners-Wells' Adolescent Self-Report Scale. The GRCS-A was also significantly correlated with the Male Role Attitude Scale, which is a measure of traditional male ideology, and the GRCS-Adult Version. Although the GRCS-A parallels the adult measure in many ways, there are meaningful distinctions that suggest that gender-role conflicted adolescents struggle with different issues than their adult counterparts.

Studied the effect of student characteristics on teachers' ratings of treatment acceptability for attention deficit hyperactivity disorder (ADHD). Participants (N = 159) included experienced elementary school teachers who read 1 of 6 vignettes describing a child with symptoms representative of ADHD. Vignettes varied by sex and symptomsubtype classification. However, the number and specific type of symptoms described in the vignettes were consistent across all conditions. Next, teachers read a description of a daily report card (DRC), response cost technique, classroom lottery, and medication and rated their levels of agreement to the items of the Behavioral Intervention Rating Scale (BIRS). Teachers preferred the DRC to all other forms of treatment. However, there was a significant interaction between the type of treatment and sex of the student on the 3 factors (Treatment Acceptability, Treatment Effectiveness, and Timeliness) of the BIRS. 413

This investigation compared United States and New Zealand teachers’ perceptions of classroom interventions for attention deficit hyperactivity disorder (ADHD). Participants read one of six vignettes describing a child with symptoms representative of ADHD. The number and type of symptoms were consistent across all vignettes. Next, teachers read a description of the daily report card, response cost technique, classroom lottery, and medication interventions and rated their acceptability using the Behavioral Intervention Rating Scale (BIRS; Elliott & Von Brock Treuting, 1991). Cross-cultural differences were observed for both behavioral and pharmacological interventions based upon teacher nationality. Teachers in the U.S. perceived both types of interventions as more acceptable, effective, and to have more timely effects than teachers in N.Z.. An interaction was also demonstrated between student gender, nationality, and intervention preference. Implications of these results for school practice are discussed.

We examined distinctions in the early childhood characteristics of boys with reading disabilities (RD) and/or attention-deficit/ hyperactivity disorder (ADHD). A four-group mixed design consisting of boys identified at age 11 with reading disabilities only (RD only; n = 46), reading disabilities and ADHD (RD/ADHD; n = 16), ADHD only (n = 20), and a comparison group (n = 281) was utilized. Differences on receptive and expressive language and temperament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expressive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibited more behaviors indicative of an undercontrolled temperament. In summary, we suggest that reading disabilities and ADHD represent moderately unique disorders that frequently co-occur and are characterized by distinct developmental pathways.

Using structural equation modeling techniques, we evaluated the effect of academic self-concept (ASC) on the development of attention-deficit/hyperactivity disorder (ADHD) and antisocial behaviors in early adolescence. Participants (n = 445) were recruited from the Dunedin Multidisciplinary Health and Development Research study. Eligibility was determined by the presence of complete data for the following variables at the specified time periods: reading at age 7, teacher reports of ADHD and antisocial behaviors at age 7, self-ratings of ASC at ages 9 and 11, and teacher reports of ADHD and antisocial behaviors at age 13. The results indicated that ASC is an important construct that directly contributes to the development of antisocial behaviors rather than to symptoms of ADHD. The results also indicated that children's early history of behavioral problems and academic performance contribute to the development of a more robust understanding of the impact of ASC on the development of disruptive behaviors in early adolescence.