A Hierarchical Three-Factor Model of Inattention-Hyperactivity-Impulsivity Derived From the Attention Problems Syndrome of the Teacher's Report Form

Abstract

Confirmatory factor analysis was used to test three plausible conceptualizations of Inattention-Hyperactivity-Impulsivity (Ina-H-I) derived from the Attention Problems syndrome of the Teacher's Report Form (TRF): (a) a one-factor model representing a general Ina-H-I factor; (b) a correlated two-factor model representing the Inattention (Ina) and Hyperactivity-Impulsivity (H-I) factors; and (c) a hierarchical three-factor model representing a general Ina-H-I factor and two specific factors of Ina and H-I. Results supported the hierarchical 3-factor model across age and gender groups in both general population and clinical samples. Nationally normed empirically based and DSM-oriented scales enable school psychologists to evaluate students in terms of Ina, H-I, and the dimension that they have in common.

Additional information

Notes on contributors

Levent Dumenci

Levent Dumenci received his PhD in Psychometrics and Statistics from Iowa State University in 1993. He is Research Assistant Professor of Psychiatry at the University of Vermont. His primary interests include structural equation modeling, finite mixture models, measurement of change, and child psychopathology.

Stephanie H. McConaughy

Stephanie McConaughy received her MEd in 1977 and PhD in 1980 from the University of Vermont. She is Research Associate Professor in the Departments of Psychiatry and Psychology at the University of Vermont. She is a licensed Vermont Practicing Psychologist and Nationally Certified School Psychologist. Her research interests are in empirically based assessment of children's behavioral and emotional problems, assessment of ADHD, clinical interviewing, and school-based prevention of behavioral and emotional problems.

Thomas M. Achenbach

Thomas M. Achenbach received his PhD from the University of Minnesota. He is Professor of Psychiatry and Psychology and Director of the Center for Children, Youth, and Families at the University of Vermont. His interests include multicultural developmental psychopathology across the life span; assessment of adaptive functioning and psychopathology; and outcomes of child, adolescent, and adult disorders.