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ADHD Behavioral Rating Scales and the Social Construction of Attention Deficit Hyperactivity Disorder
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Abstract:
Attention Deficit Hyperactivity Disorder (or ADHD) is a mental illness that in 2003, affected approximately one out of every 13 children in the United States between the ages of 4 and 17. Measuring childhood behavior with ADHD rating scales is one form of evidence clinicians use to determine whether a child warrants a diagnosis of ADHD. Because of this, knowing more about these scales is critical for understanding how ADHD is socially constructed. In this paper, I analyze nine of these scales asking three questions: Are these rating scales valid measurements? What is the normative childhood behavior that these scales assume? What functions do these scales serve the people who use them? I argue that these scales are not valid according to the basic tenets of statistical logic and that these scales are biased towards finding ADHD in the children the scales target. These scales also assume that children should be compliant to all adult commands, that children should not move their bodies unless it is for a purpose, that they should be productive workers and that they should have a harmonious relationship with peers. I find that these scales function to identify the disruptions that children cause in institutions in order to enable goal-oriented activities to be more easily accomplished in the settings in which they are used. Further directions for research are also suggested.
Most Common Document Word Stems: scale (124), children (68), child (65), adhd (64), behavior (58), use (40), present (40), john (38), one (37), page (37), moss (37), draft (36), asa (36), barkley (33), 1990 (30), observ (29), 2003 (26), home (22), school (20), attent (19), exampl (19),

Author's Keywords: ADHD, Attention Deficit Hyperactivity Disorder, childhood, school, children, behavioral rating scales	Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p183553_index.html Direct Link: HTML Code:

Moss, John. "ADHD Behavioral Rating Scales and the Social Construction of Attention Deficit Hyperactivity Disorder" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 Online <PDF>. 2008-07-18 <http://www.allacademic.com/meta/p183553_index.html>

Moss, J. J. (2007, Aug) "ADHD Behavioral Rating Scales and the Social Construction of Attention Deficit Hyperactivity Disorder" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <PDF> Retrieved 2008-07-18 from http://www.allacademic.com/meta/p183553_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Attention Deficit Hyperactivity Disorder (or ADHD) is a mental illness that in 2003, affected approximately one out of every 13 children in the United States between the ages of 4 and 17. Measuring childhood behavior with ADHD rating scales is one form of evidence clinicians use to determine whether a child warrants a diagnosis of ADHD. Because of this, knowing more about these scales is critical for understanding how ADHD is socially constructed. In this paper, I analyze nine of these scales asking three questions: Are these rating scales valid measurements? What is the normative childhood behavior that these scales assume? What functions do these scales serve the people who use them? I argue that these scales are not valid according to the basic tenets of statistical logic and that these scales are biased towards finding ADHD in the children the scales target. These scales also assume that children should be compliant to all adult commands, that children should not move their bodies unless it is for a purpose, that they should be productive workers and that they should have a harmonious relationship with peers. I find that these scales function to identify the disruptions that children cause in institutions in order to enable goal-oriented activities to be more easily accomplished in the settings in which they are used. Further directions for research are also suggested.

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