The role of intellectual processes in the DSM-V diagnosis of ADHD.
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Attention Deficit Disorder with Hyperactivity↗
Biomedical subjects
Jack A Naglieri
Publications and source records attributed to Jack A Naglieri.
Relationships between the WISC-III and the Cognitive Assessment System with Conners' rating scales and continuous performance tests.
The aim of this study was to examine the relationships between intelligence, ratings of behavior, and continuous performance test scores for a sample of 117 children aged 6-16 years who were referred to a specialty clinic. The sample was comprised of children who had a primary (45%) or secondary (36%) diagnosis of ADHD. All children were given the Wechsler Intelligence Scale for Children Third Edition (WISC-III), Cognitive Assessment System (CAS), Conners' Continuous Performance Test (CPT), and Conners' Parent and Teacher Rating Scales--Revised, Long Form. Correlations between Conners' Behavior Rating Scale and Conners' Continuous Performance Test were uniformly low and non-significant (the highest correlation was .17). Correlations between the WISC-III and Conners' Parent Rating Scale were all non-significant, but Teacher Ratings showed significant correlations between most of the WISC-III factors and the Cognitive Problems/Inattention scores. Few significant correlations were found between CPT with the WISC-III and CAS. These results suggest that practitioners should expect to find a lack of consistency between the scores provided by these measures and should be conservative of their use in clinical settings.
Adolescent↗
Ipsative comparisons of WISC-IV index scores.
The Wechsler Intelligence Scale for Children-4th Edition (Wechsler, 2003a) yields standard scores for four indexes that can be compared when practitioners examine within-child variability. The test manual provides pairwise comparison tables that clinicians can use to examine the scale variability, but it does not adequately caution them about the statistical pitfalls of multiple pairwise comparisons (e.g., inflated error rate). An alternative to the pairwise comparison approach called an ipsative method can be used to compare the 4 WISC-IV standard scores to an individual child's mean of the 4 index scores with more control over the error rate. These values were computed at the .05 and .01 levels following the method used by Naglieri (1993) for the Wechsler Intelligence Scale for Children-3rd Edition (WISC-III; Wechsler, 1991) as originally suggested by Davis (1959) and modified by Silverstein (1982) for previous versions of Wechsler's scales and other multiscore intelligence tests. An example of the use of the technique is provided, as are interpretive cautions.
Adolescent↗
Race and ethnic differences and human figure drawings: clinical utility of the DAP:SPED.
This study examined race and ethnic differences on the Draw A Person: Screening Procedure for Emotional Disturbance (DAP:SPED; Naglieri, McNeish, & Bardos, 1991) for youths 6 though 17 years of age for 2 matched samples. Samples were drawn from the DAP:SPED nationally representative standardization sample and matched on gender, grade, and school classroom. No statistically significant differences were found for big figure, small figure, or shading item composites. A statistically significant difference was found between Black-White pairs on figure omissions but showed a small effect size (d value = .25). Further, no statistically significant differences were found between the DAP:SPED Total T scores for Black and White youth (M = 47.67, SD = 10.09; N =138) or Hispanic and White youth (M = 48.20, SD = 9.56; N = 59), showing very small effect sizes. In addition, equivalence testing showed similarities across race and ethnic pairs for all composites and DAP:SPED total score, lending preliminary support to the DAP:SPED's clinical utility as a measure that yields similar scores across these groups.
Adolescent↗
Psychological testing on the Internet: new problems, old issues.
The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future. Special attention is paid to implications for people with disabling conditions and culturally and linguistically diverse persons. The authors conclude that ethical responsibilities of psychologists and current psychometric standards, particularly those regarding test reliability and validity, apply even though the way in which the tests are developed and used may be quite different.
Cultural Diversity↗
Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test.
Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri. 1997a) and the Stanford Achievement Test-9th edition (SAT-9: 1995). The groups were selected from the NNAT standardization sample (N=22.620) and matched on geographic region, gender, socioeconomic status, urbanicity. and ethnicity. There was a very small difference (d ratio=0.1) between the NNAT standard scores for the children with limited English proficiency (M - 98.0) and those without limited English proficiency (M=96.7). The NNAT correlated moderately and similarly with achievement for the 2 groups. The sample of children with limited English proficiency earned considerably lower scores on SAT-9 Reading and Verbal subtests. Results suggest that the NNAT may be useful for the assessment of Hispanic children with and without limited English proficiency.
Adolescent↗
Relationships between psychiatric conditions and behavior problems among adults with mental retardation.
Adults with predominantly severe and profound mental retardation (N = 180) who lived in a developmental center were assessed with the Behavior Problems Inventory and the Diagnostic Assessment for the Severely Handicapped-II. Individuals with self-injurious, stereotyped, or aggressive/destructive behavior had generally higher psychopathology scores than individuals without, and the presence of behavior problems increased the likelihood of almost all psychiatric conditions up to three-fold. Factor analysis revealed that behavior problems tended to be associated with psychiatric conditions conventionally linked with behavior problems. A Self-Injury and Aggression/Destruction factor was related to impulse control and conduct problems, and a Stereotyped Behavior factor was linked to pervasive developmental disabilities and somewhat less so to schizophrenia. Stereotyped Behavior factor was independent of the Self-Injury/Aggression/Destruction factor.
Adult↗
Mathematical learning difficulties and PASS cognitive processes.
This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses.
Attention↗
Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD.
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD.
Attention Deficit Disorder with Hyperactivity↗