Rasch analysis of inattentive, hyperactive, and impulse behavior in young children and the link with academic achievement

Abstract

The Attention Deficit Hyperactivity Disorder (ADHD) criteria from the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders were used to assess a large sample of children at the end of their first year at school in England. These data were explored using Rasch measurement and the measures for the items together with their frequencies are reported. The data were further analyzed in three ways: a) The results were compared with a previous similar analysis of college students. b) A principal components analysis of the item residuals from the Rasch analysis was conducted. c) The measures were linked to reading and mathematics attainment assessed at three different time points. The exploration supported previous work and theoretical positions, and in doing so raised issues about the appropriateness of the use of the criteria across all ages. It also suggested that one of the currently recognized ADHD sub-types could be further sub-divided into verbal and physical hyperactivity. The links to academic achievement raised questions about the integrity of the currently recognized ADHD sub-types and the paper calls for further investigations.