Please use this identifier to cite or link to this item: https://repositorio.unifesp.br/handle/11600/57131
Title: Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks
Authors: Lucio, Patricia S. [UNIFESP]
Salum, Giovanni
Swardfager, Walter
Mari, Jair de Jesus [UNIFESP]
Pan, Pedro M. [UNIFESP]
Bressan, Rodrigo A. [UNIFESP]
Gadelha, Ary [UNIFESP]
Rohde, Luis A.
Cogo-Moreira, Hugo [UNIFESP]
Keywords: measurement invariance
differential item functioning
word recognition
spelling
ADHD
group comparison
Issue Date: 2017
Publisher: Frontiers Media Sa
Citation: Frontiers In Psychology. Lausanne, v. 8, p. -, 2017.
Abstract: Although studies have consistently demonstrated that children with attentiondeficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935
47% female
11% ADHD) were children aged 6-15 with normal IQ (>= 70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.
URI: https://repositorio.unifesp.br/handle/11600/57131
ISSN: 1664-1078
Other Identifiers: http://dx.doi.org/10.3389/fpsyg.2017.01891
Appears in Collections:Artigo

Files in This Item:
File SizeFormat 
WOS000413628900001.pdf424.64 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.