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Journal of Psychoeducational Assessment
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Assessing the Construct Validity of the Adjustment Scales for Children and Adolescents

Gary L. Canivez

Eastern Illinois University, glcanivez{at}eiu.edu

Katie Sprouls

Dysart Unified School District #89, El Mirage, Arizona

This study examined the construct validity of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993). Distinct group differences and discriminative validity (Youngstrom, Findling, Danielson, & Calabrese, 2001) were examined with a sample of 106 students ranging from grade 1 through 6 (53 met the DSM-IV/DISCIV criteria for ADHD, and 53 were members of a randomly selected and matched control group). Statistically significant group differences were observed with large effect sizes. Further, the ASCA demonstrated near perfect discrimination of the two groups and all diagnostic efficiency statistics were highly supportive in differentiating students meeting DISC-IV/DSM-IV criteria for ADHD from a random and matched control group

Journal of Psychoeducational Assessment, Vol. 23, No. 1, 3-14 (2005)
DOI: 10.1177/073428290502300101
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This article has been cited by other articles:


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 Canadian Journal of School PsychologyHome page
G. L. Canivez and T. N. Beran
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Canadian Journal of School Psychology, December 1, 2009; 24(4): 284 - 302.
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 Journal of Psychoeducational AssessmentHome page
G. L. Canivez and K. J. Bohan
Adjustment Scales for Children and Adolescents and Native American Indians: Factorial Validity Generalization for Yavapai Apache Youths
Journal of Psychoeducational Assessment, December 1, 2006; 24(4): 329 - 341.
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