The role of affect in the diagnosis of attentional disorders : assessment of comorbidity
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28 cm
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Abstract
This study compared children referred because of attentional problems in school on measures of intelligence, affect, sustained attention, and parent and teacher rating scales. Ninety-two boys, ranging in age from 7-12, served as subjects. All of the children had average to above average intelligence and were receiving regular education instruction. Results of the assessment techniques revealed that parents rated their children as inattentive, hyperactive, and depressed, particularly the 7-8 and the 11-12 age groups. Teachers rated the 11-12 age group as hyperactive, inattentive and passive. Two groups (an ADHD and a non ADHD) were obtained using the Continuous Performance Test as the criterion variable and a one-way ANOVA was performed. The ADHD group had lower achievement scores, higher anxiety scores associated with social concerns and concentration problems, and higher depression scores. A Discriminant Function Analysis was performed to determine which assessment instruments best predicted group membership. Though the best predictor of group membership was the anxiety scale measuring social concerns and concentration problems, a substantial loss of power as a result of the small sample size limits the generalization of the results. Pearson correlations revealed that affect impacts upon intellectual functioning as evidenced by negative correlations between intelligence and anxiety and depression. In addition, parents' perception of poor attention, anxiety, and depression are viewed by children as negative emotions related to depression and stress. Parent reports of hyperactivity are interpreted by children as depressive feelings. Overall, results indicate that 27% of the ADHD group had comorbid anxiety traits and 37% of the ADHD group reported feelings of depression. These results are generally consistent with other studies that found significant rates of comorbidity between ADHD and affective disorders.
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Major school psychology