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dc.contributor.advisorHellsten, Laurieen_US
dc.creatorHepp, Shelanne L.en_US
dc.date.accessioned2009-07-14T12:37:21Zen_US
dc.date.accessioned2013-01-04T04:44:47Z
dc.date.available2010-08-17T08:00:00Zen_US
dc.date.available2013-01-04T04:44:47Z
dc.date.created2009-06en_US
dc.date.issued2009-06-01en_US
dc.date.submittedJune 2009en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-07142009-123721en_US
dc.description.abstractSaskatchewan-based pre-service and in-service teachers’ knowledge of ADHD was assessed and data was collected to accumulate psychometric evidence for the modified K-ADHD (Jerome, Gordon, & Hustler, 1994) scale. Using results from a questionnaire administered to pre-service (n = 100) and in-service (n = 66) teachers, the current study did find a significant difference on the K-ADHD (Jerome et al., 1994) scale between groups. Divergent and convergent validity evidence was found for the K-ADHD (Jerome et al., 1994) for both groups. However, reliability estimates were questionable between in-service (á = .66) and pre-service (á = .82) teachers, possibly due to asymmetric outlier contamination. The evidence found for the K-ADHD (Jerome et al., 1994) scale suggests problems with the psychometrics of the instrument. Future implications and research are discussed.en_US
dc.language.isoen_USen_US
dc.subjectADHDen_US
dc.subjectknowledgeen_US
dc.subjectpsychometricsen_US
dc.subjectvalidityen_US
dc.titleA psychometric examination of the knowledge of ADHD scaleen_US
thesis.degree.departmentEducational Psychology and Special Educationen_US
thesis.degree.disciplineEducational Psychology and Special Educationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberWalker, Keithen_US
dc.contributor.committeeMemberMcIntyre, Laureenen_US


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