ADD-H Comprehensive Teacher Rating Scale

Ullmann, Rina K.; Sleator, Esther K.; Sprague, Robert L.

doi:10.1037/t08014-000

Cited by 25 publications

(28 citation statements)

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“…In the case of children parents were asked to fill out the Child Behavior Checklist (CBCL-4-18 years; Achenbach, 1991). Adults were screened for the presence of inattention symptoms by filling out the self-report form of the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS) (Ullman, Sleator, & Sprague, 1991). This self-report form consists of 35 items, of which 10 items form the attention-subscale.…”

Section: Methodsmentioning

confidence: 99%

The Development of Non-Spatial Working Memory Capacity During Childhood and Adolescence and the Role of Interference Control: An N-Back Task Study

Schleepen

Jonkman

2009

Developmental Neuropsychology

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To investigate the role of interference control on the development of working memory (WM) capacity, 6-12-year-old children and adults performed an N-Back task with differing WM-load and interference control demands. Correlation analyses between flanker interference scores and WM-load levels showed that interference control was only required in the 2-back condition. While WM maintenance (1-back task) reached adult accuracy levels at age 10-12, the ability to maintain information in WM during distraction (2-back-task) displayed protracted maturation into adolescence. This is suggested to reflect yet immature connections between prefrontal and posterior association areas, respectively involved in interference control and WM storage.

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Section: Methodsmentioning

confidence: 99%

The Development of Non-Spatial Working Memory Capacity During Childhood and Adolescence and the Role of Interference Control: An N-Back Task Study

Schleepen

Jonkman

2009

Developmental Neuropsychology

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“…These children diagnosed with ADHD had scores in the clinical range on the Parent's Questionnaire (Conners, 1970). Physician diagnosis was also confirmed by teacher ratings; these children received an attention or hyperactivity score lower than the 20th percentile on the ACTeRS (Ullmann, Sleator, & Spraugue, 1988) or had elevated scores on an unpublished teacher rating form. In addition, each child had undergone a thorough physical evaluation during which an expanded neurological examination was completed; no child exhibited symptoms of neurological impairment.…”

Section: Participantsmentioning

confidence: 99%

Parent reports of sleep disturbances in stimulant-medicated children with attention-deficit hyperactivity disorder

Day

Abmayr

1998

J. Clin. Psychol.

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In a study of the severity of sleep disturbances in children with attention-deficit hyperactivity disorder (ADHD) who are taking stimulant medication, parents of 20 children diagnosed as having ADHD and on medication, 20 unmedicated children with some other psychiatric diagnosis (OPD), and 20 nonclinical control children responded to a 40-question structured interview to report the frequency of their children's sleep disturbances occurring during a 1-month interval. Parents of children in the ADHD group reported significantly more problems than parents of children in the other groups on variables within all three categories of behaviors: (a) settling and going to sleep, (b) disruptions during sleep, and (c) morning activities. From 25% to 50% of these parents reported very frequent difficulties in their children settling and going to sleep. These findings indicate that monitoring sleep-related behaviors and providing adjunctive therapies for sleep-related disturbances would be beneficial for many families with ADHD children who are taking stimulant medication.

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“…In addition, each child's teacher completed the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS; Ullmann, Sleator, & Sprague, 1986), which yields Hyperactivity, Attention, Social Skills, and Oppositional Behavior scores. To correct for different units of measure, T scores obtained on the Conners-Parent and percentile scores taken from the ACTeRS were converted to standard scores with a mean of 100 and a standard deviation of 15.…”

Section: Instalments and Proceduresmentioning

confidence: 99%

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

Lassiter

D’Amato

Raggio

et al. 1994

Developmental Neuropsychology

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ADD-H Comprehensive Teacher Rating Scale

Cited by 25 publications

References 0 publications

The Development of Non-Spatial Working Memory Capacity During Childhood and Adolescence and the Role of Interference Control: An N-Back Task Study

The Development of Non-Spatial Working Memory Capacity During Childhood and Adolescence and the Role of Interference Control: An N-Back Task Study

Parent reports of sleep disturbances in stimulant-medicated children with attention-deficit hyperactivity disorder

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

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