| Abstract: | Evaluated an assessment procedure based on the conceptual framework of J. Loney et al (see record 1979-23964-001) for documenting and validating independent dimensions of hyperactivity and aggression. Three samples of children were employed: 92 1st and 2nd graders referred for diagnosis of possible hyperactivity, 62 of these Ss who were confirmed to be hyperactive, and a replication sample of 44 equally hyperactive children in kindergarten through 5th grade. The results of factor and correlational analyses indicated that the Stony Brook Scale (SBS) independently assessed hyperactivity and aggression in the highly hyperactive Ss (but not in the heterogeneous sample), that the SBS was superior in this regard to other scales, and that SBS factors correlated meaningfully with 2 other teacher-rating scales: the Behavior Problem Checklist and the Conners Teacher Rating Scale. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
