The Validity of the ADHD Section of the Diagnostic Interview Schedule for Children

Abstract

The purpose of this study was to assess the concurrent criterion validity of the attention-deficit/hyperactivity disorder (ADHD) portion of the National Institute of Mental Health Diagnostic Interview Schedule for Children-IV (NIMHDISC-IV). Fifty-seven adolescent participants were divided into three groups on the basis of whether participants met criteria for ADHD on caretaker and adolescent responses on the DISC: (a) 18 participants for whom both the caretakers and adolescents endorsed ADHD, (b) 17 participants for whom the caretakers but not the youth endorsed ADHD, and (c) a clinical control group with no ADHD diagnosis (n = 22). These three groups were compared across parent, teacher, and adolescent checklists; clinician diagnosis; and three objective measures of behavior (continuous performance task, actigraphy monitoring, and a structured observation). Findings lend partial support to the concurrent criterion validity of the ADHD section of DISC.

Attention-Deficit/Hyperactivity Disorder and Behavioral Inhibition: A Meta-Analytic Review of the Stop-signal Paradigm

“…Diagnostic assignment based exclusively on rating scale cutoff scores appears to be the least face valid method of grouping, considering the myriad disorders and conditions featuring attention and behavioral problems as core or secondary features (American Psychiatric Association 2000). Moreover, significant variability in symptom endorsement on structured and semistructured clinical interviews is not accounted for by rating scale endorsements (McGrath et al 2004); and none of the current scales or inventories obtain critical diagnostic information concerning symptom onset and course.…”

Personality Characteristics Associated with Persistent ADHD in Late Adolescence

“…Previous studies suggest that the psychometric properties (Kaufman et al 1997), including reliability and validity, of the K-SADS are excellent. As recommended in the K-SADS materials, responses were combined across raters by item, as is a common practice in many studies involving multiple raters (Kraemer et al 2003;McGrath et al 2004), incorporating clinical judgments based on all available information. In order to evaluate the role of persistent vs. remitted ADHD, the ADHD group was subdivided based on the results of K-SADS interview into those who continued to meet diagnostic criteria for ADHD ("Persisters" n=38) and those who did not ("Remitters" n=31).…”

Achievement Goals of Students with ADHD

“…Research assistants were trained to administer the DISC-IV to the parents, as well as a substance use section to the participants. The instrument has adequate reliability and validity evidence (McGrath, Handwerk, Armstrong, Lucas, & Friman, 2004;Shaffer et al, 2000), and has been widely used for diagnostic purposes in studies of children with ADHD (The MTA Cooperative Group, 1999).…”