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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

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Author(s):
Lucio, Patricia S. [1, 2] ; Salum, Giovanni [3, 4] ; Swardfager, Walter [5] ; Mari, Jair de Jesus [1, 4] ; Pan, Pedro M. [1, 4] ; Bressan, Rodrigo A. [1, 4] ; Gadelha, Ary [1, 4] ; Rohde, Luis A. [3] ; Cogo-Moreira, Hugo [1]
Total Authors: 9
Affiliation:
[1] Univ Fed Sao Paulo, Dept Psychiat, Sao Paulo - Brazil
[2] Univ Estadual Londrina, Dept Psychol & Psychoanal, Londrina - Brazil
[3] Univ Fed Rio Grande do Sul, Dept Psychiat, Porto Alegre, RS - Brazil
[4] Natl Inst Dev Psychiat Children & Adolescents, Sao Paulo - Brazil
[5] Univ Toronto, Dept Pharmacol & Toxicol, Toronto, ON - Canada
Total Affiliations: 5
Document type: Journal article
Source: FRONTIERS IN PSYCHOLOGY; v. 8, OCT 25 2017.
Web of Science Citations: 3
Abstract

Although studies have consistently demonstrated that children with attentiondeficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6-15 with normal IQ (>= 70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed. (AU)

FAPESP's process: 08/57896-8 - National Institute for Developmental Psychiatry
Grantee:Eurípedes Constantino Miguel Filho
Support Opportunities: Research Projects - Thematic Grants