ERIC Number: EJ951551
Record Type: Journal
Publication Date: 2005-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9630
EISSN: N/A
Comparison of the DSM-IV Combined and Inattentive Types of ADHD in a School-Based Sample of Latino/Hispanic Children
Bauermeister, Jose J.; Matos, Maribel; Reina, Graciela; Salas, Carmen C.; Martinez, Jose V.; Cumba, Eduardo; Barkley, Russell A.
Journal of Child Psychology and Psychiatry, v46 n2 p166-179 Feb 2005
Background: The aim of this investigation was to examine the construct validity and distinctiveness of the inattentive type (IT) and combined type (CT) of Attention-Deficit/Hyperactivity Disorder (ADHD) in a Latino/Hispanic sample. Method: A comprehensive assessment was conducted with a clinically diagnosed school-based sample of 98 children aged 6 to 11 (CT = 44; IT = 25; control group = 29). Results: Both ADHD groups were impaired on academic achievement measures, presented more ADHD-type behaviors during math and vigilance tasks, and exhibited greater internalizing symptoms. The IT group had a later onset of inattention symptoms, presented more sluggish cognitive tempo symptoms, was less prone to initiate social interactions or to be assertive and more self-controlled in social interchanges, was less likely to have externalizing behaviors, had mothers who reported less child-related family stress, and was less impaired in their adaptive functioning. Conclusions: Findings supported the construct validity of ADHD in this culturally different sample and suggested that the CT and IT represent distinct disorders.
Descriptors: Attention Deficit Hyperactivity Disorder, Control Groups, Conceptual Tempo, Construct Validity, Comparative Analysis, Hispanic Americans, Clinical Diagnosis, Academic Achievement, Measures (Individuals), Symptoms (Individual Disorders), Interpersonal Competence, Stress Variables, Behavior Problems, Emotional Adjustment, Family Environment, Cultural Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A