Abstract
In the present study, the validity and reliability of a checklist developed so that classroom teachers could assess children's behavioral characteristics was examined. First- and second-grade teachers at 283 schools completed the checklist. A significantly higher percentage of "agree" responses were found for 120 items in the attention-deficit hyperactivity disorder (ADHD; N=55) and pervasive developmental disorder (PDD, N=38) groups, compared to responses in a control group without those disabilities (N=73). Items with a phi coefficient over 0.4 were classified into 4 categories: "attentional problems," "lack of sustainability," "impulsivity," and "lack of flexibility." When internal consistency of the items in each of those 4 domains was calculated, the alpha coefficients distributed from 0.825 to 0.897. "Attentional problems," "lack of sustainability," and "impulsivity" were mildly correlated with the ADHD RS-IV-J subscales, but "lack of flexibility" was not, indicating that the former 3 categories reflect behavioral characteristics of ADHD. Analysis of variance revealed significant differences among the 3 groups in the category scores, except for "lack of flexibility." A discriminant analysis was performed using the category scores as predictors of membership in the 3 groups; the overall correct classification rate was 77.7%. Although the distinction between the ADHD and control groups was fairly good, the rate of distinction between the ADHD and PDD groups was low.
