ADD/ADHD

Assessment of ADHD Symptoms
Name
Institution

Abstract
The research aims at evaluating the factor structure of teacher ratings of a symptom of attention deficit hyperactivity disorder. Additionally, the study seeks to establish the distribution of teaching rating data for the attention deficit hyperactivity disorder symptoms ADHD for students of both genders. This paper employs longitudinal investigation to investigate the different levels of ADHD for the sample population. The data from the investigation is then tabulated and analyzed to determine the different factors of ADHD.
Key words: Symptom, ADHD, Genders

Introduction
Behavioral problems are a common experience in the learning environment. In the diagnosis of disruptive behavior disorders, the clinicians develop evaluations with proper assessments of symptoms based on the various factors such as age and gender of the student (Elkins, Malone, Keyes, Iacono, & McGue, 2011). The aim of the study is also to evaluate the distribution of ADHD symptoms and the level of impairment and hence determine the normative levels.
Methods
The sample population applied for the study includes the adolescent populations. The techniques include in the study of the findings includes measurement of the symptoms with adolescents, measuring impairments with adolescents and establishment of the differences by gender, race, and grade (Evans et al., 2013). The method of data collection for the study was a longitudinal investigation in which data was collected from high school teachers collaborating with investigators.

These are data thereafter applied to the extent of the attention deficit hyperactivity disorder symptoms for students of both genders.
Results
Based on the data obtained from the longitudinal investigation, the discussion is that there exist two factor-model fits for ADHD symptoms and ODD symptoms are different from ADD symptoms (Elkins, Malone, Keyes, Iacono, & McGue, 2011).
Discussion
The conclusion is that, though overall adjustment of individuals with ADHD during preadolescence is an important factor to be considered, ADHD would have the worse side effect for girls compared to boys in schools (Lundervold, Bøe, & Lundervold, 2017). The study also concludes that existence of divergence between hyperactivity and the level of impulsivity existed for the sample adult population. The findings are therefore important in revealing the impact of the symptoms on given gender and race.

References
Elkins, I. J., Malone, S., Keyes, M., Iacono, W. G., & McGue, M. (2011). The Impact of Attention-Deficit/Hyperactivity Disorder on Preadolescent Adjustment May Be Greater for Girls Than for Boys. Journal of Clinical Child & Adolescent Psychology, 40(4), 532-545. doi:10.1080/15374416.2011.581621
Evans, S. W., Brady, C. E., Harrison, J. R., Bunford, N., Kern, L., State, T., & Andrews, C. (2013). Measuring ADHD and ODD Symptoms and Impairment Using High School Teachers’ Ratings. Journal of Clinical Child & Adolescent Psychology, 42(2), 197-207. doi:10.1080/15374416.2012.738456
Lundervold, A. J., Bøe, T., & Lundervold, A. (2017). Inattention in primary school is not good for your future school achievement—A pattern classification study. PLOS ONE, 12(11), e0188310. doi:10.1371/journal.pone.0188310