Lisa P. Bateman

The Relationship Between Life Satisfaction and ADHD Symptoms in Middle School Students: Using a Bifactor Model

Objective: ADHD is associated with increased academic and social difficulties and comorbid psychopathology which may lead to decreased life satisfaction (LS). Methods: The current study utilized a bifactor model of ADHD consisting of a general factor and two specific factors (inattention and hyperactivity-impulsivity) to determine if ADHD symptoms place middle school students (n = 183) at risk for diminished LS and if this relationship differed depending on whether teachers versus students reported ADHD symptoms. Results: Confirmatory factor analyses indicated that the bifactor model provided very good fit to the ADHD symptoms reported by students (comparative fit index [CFI] = .995; root mean square error of approximation [RMSEA] = .028) and teachers (CFI = .997; RMSEA = .043). Results also demonstrated that when students rated ADHD symptoms, the general ADHD factor and inattention were negatively related to LS; however, when teachers rated ADHD symptoms, only inattention was negatively related to LS. Conclusions: Implications and future directions related to these results are discussed.

Evaluation of the Teacher-Student Relationship Inventory in American High School Students.

This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and conflict; 11 of 14 items emerged as relatively pure indicators. Evidence of concurrent validity was provided through correlations, in the expected directions, between students’ ratings of their overall relationships with their teachers (teacher support and negative attitudes towards teachers) and TSRI satisfaction and conflict scores; instrumental help was unrelated to student perceptions of general teacher–student relations. Criterion-related validity was established through significant correlations in the expected directions between TSRI satisfaction and conflict scores and multiple indicators of students’ psychological and academic functioning. Instrumental help co-occurred with greater academic achievement but also with more teacher-observed symptoms of psychopathology. Findings provide initial support for use of the TSRI with American adolescents and suggest teacher-rated satisfaction as particularly relevant to students’ academic and psychological functioning.

School-Based Assessment of ADHD: Purpose, Alignment with Best Practice Guidelines, and Training.

Youth exhibiting symptoms of attention deficit hyperactivity disorder are frequently referred to school psychologists because of academic, social, and behavioral difficulties that they face. To address these difficulties, evidence-based assessment methods have been outlined for multiple purposes of assessment. The goals of this study were to delineate school psychologists’ (a) primary purpose of their assessment of attention deficit hyperactivity disorder (i.e., screening, diagnosis, placement, intervention planning, progress monitoring), (b) use of recommended assessment tools/strategies and the perceived importance of each recommended tool/strategy for decision making, and (c) their perceived adequacy of training regarding attention deficit hyperactivity disorder assessment. Surveys from 217 school psychologists identified intervention planning as the primary purpose of assessment. Participants reported following recommended guidelines most frequently for diagnosis, impairment, and intervention development; they were least likely to follow guidelines for progress monitoring, evaluating outcomes, and assessing integrity. Participants reported being best trained for screening and placement, and least well trained in evaluating outcomes and developing interventions. Implications for practice and future research are discussed.

A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings.

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to families. In contrast, pediatricians are poised to assist with prevention-oriented literacy efforts for young children, as almost all children see health care providers regularly for well-child visits before starting school. The purpose of this review was to examine the literature on early literacy interventions implemented in pediatric health settings. Across 14 studies, results indicated that all interventions included providing books to participants, most included anticipatory guidance from the physician, and about two thirds included modeling of reading skills in the waiting room. Typically examined outcomes were parent attitudes and behaviors, and results demonstrated improvements in these areas. A number of studies also focused on child attitudes and skills or on the home literacy environment. The results of pediatric literacy interventions are promising, but additional research is needed. Implications for school psychologists are discussed.