Concordance of the Quotient Attention Deficit Hyperactivity Disorder (ADHD) System Report With Teacher and Parent Assessments for Symptoms of ADHD
To demonstrate concordance between the Quotient ADHD System Report and standard DSM-IV based parent and teacher reported rating/assessment scales, currently the accepted method of symptom measurement for subjects diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Attention Deficit Hyperactivity Disorder
|Study Design:||Observational Model: Case-Only
Time Perspective: Cross-Sectional
|Official Title:||Concordance of the Quotient ADHD System Report With Teacher and Parent Assessments in School-Aged Children Receiving an Individualized Education Program (IEP) or 504 Accommodations in the Classroom Setting for Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD)|
|Study Start Date:||June 2010|
|Study Completion Date:||April 2012|
|Primary Completion Date:||April 2012 (Final data collection date for primary outcome measure)|
Public school based study for children ages 8 through 14 years of age.
Children previously identified and currently receiving an Individualized Education Program (IEP) or 504 accommodations in the classroom setting for symptoms of ADHD.
Open enrollment of 30 subjects, both male and female.
One study visit in which subjects will perform/receive the following assessments/evaluations:
- Quotient ADHD System Test
- Vanderbilt ADHD Diagnostic Teacher Rating Scale
- Vanderbilt ADHD Diagnostic Parent Rating Scale
The primary analytical goal is to examine the extent of agreement of the Quotient ADHD System(either individual measures or in combination) with standard measures (Vanderbilt ADHD Diagnostic Teacher Rating Scale and Vanderbilt ADHD Diagnostic Parent Rating Scale) and to compare this agreement with that seen between the standard measures.