| Factor structures of Taiwanese teachers' ratings of ADHD: a comparison with U.S. studies. | |
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MedLine Citation:
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PMID: 15505957 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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The purpose of this study was to compare factor structures from Taiwanese teachers' ratings with diagnostic definitions of attention-deficit/hyperactivity disorder (ADHD) as described in the DSM-III-R, DSM-IV, and ICD-10; to examine how factor structures of Taiwanese teachers' ratings of ADHD symptoms compare with factor structures reported in research using school-based American participants; and to examine gender differences. One hundred and twenty-one homeroom teachers from six public elementary schools in Taipei County, Taiwan, rated two boys and two girls randomly selected from their homerooms using the ADHD checklist. Findings from this study support the concurrent validity of the DSM-IV ADHD factor structures of hyperactivity-impulsivity and inattention. Comparability of these findings with school-based U.S. studies suggests the cross-cultural congruency of behaviors associated with ADHD. |
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Authors:
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K N Yang; J L Schaller; R Parker |
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Publication Detail:
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Type: Comparative Study; Journal Article |
Journal Detail:
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Title: Journal of learning disabilities Volume: 33 ISSN: 0022-2194 ISO Abbreviation: J Learn Disabil Publication Date: 2000 Jan-Feb |
Date Detail:
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Created Date: 2004-10-27 Completed Date: 2004-11-09 Revised Date: 2009-11-11 |
Medline Journal Info:
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Nlm Unique ID: 0157312 Medline TA: J Learn Disabil Country: United States |
Other Details:
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Languages: eng Pagination: 72-82 Citation Subset: IM |
Affiliation:
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Department of Special Education, National Kaohsiung Normal University, Taiwan, ROC. |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Adult Attention Deficit Disorder with Hyperactivity / classification*, diagnosis Cultural Characteristics Diagnosis, Differential Diagnostic and Statistical Manual of Mental Disorders Faculty* Female Humans Male Psychometrics Severity of Illness Index Sex Factors Taiwan United States |
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