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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Dorchester Road Library
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John L. Dart Library
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Assessing Sluggish Cognitive Tempo and ADHD Inattention in Elementary Students: Empirical Differentiation, Invariance across Sex and Grade, and Measurement Precision
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- Author(s): Becker, Stephen P.; Mossing, Kandace W.; Zoromski, Allison K.; Vaughn, Aaron J.; Epstein, Jeffery N.; Tamm, Leanne; Burns, G. Leonard
- Language:
English- Source:
Grantee Submission. 2020.- Publication Date:
2020- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 31
- Sponsoring Agency: Institute of Education Sciences (ED)
National Institute of Mental Health (NIMH) (DHHS/NIH)
National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH) - Contract Number: R305A160064
K23MH108603
5UL1TR00142504 - Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools - Subject Terms:
- Accession Number: 10.1037/pas0000946
- Abstract: To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child and Adolescent Behavior Inventory (CABI) SCT and attention-deficit/hyperactivity disorder inattention (ADHD-IN) modules in a large sample of elementary students. Participants were 7,613 students (grades 2-5; 50.3% boys) attending 24 elementary schools in three school districts. Teachers (N = 398) provided ratings of SCT, ADHD-IN, academic impairment, and social impairment. An a priori two-factor model with cross-loadings found the SCT items to demonstrate excellent structural validity with ADHD-IN items. The measurement properties of the SCT and ADHD-IN constructs were also invariant across sex and grade. SCT and ADHD-IN were both uniquely associated with academic and social impairment. Graded response item response theory analysis indicated that the SCT and ADHD-IN scales provided a high level of information and precision. The current study replicates and extends previous research and provides the strongest psychometric evidence to date of teacher-rated SCT using the CABI. The teacher-report CABI may be especially useful in the school-based screening of SCT and ADHD-IN. [This paper was published in "Psychological Assessment" v32 p1047-1056 2020.]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2021
- Accession Number: ED614942
- Peer Reviewed:
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