Comparison of the DSM-IV combined and inattentive types of ADHD in a school-based sample of Latino/Hispanic children
Article first published online: 7 SEP 2004
Journal of Child Psychology and Psychiatry
Volume 46, Issue 2, pages 166–179, February 2005
How to Cite
Bauermeister, J. J., Matos, M., Reina, G., Salas, C. C., Martínez, J. V., Cumba, E. and Barkley, R. A. (2005), Comparison of the DSM-IV combined and inattentive types of ADHD in a school-based sample of Latino/Hispanic children. Journal of Child Psychology and Psychiatry, 46: 166–179. doi: 10.1111/j.1469-7610.2004.00343.x
- Issue published online: 7 SEP 2004
- Article first published online: 7 SEP 2004
- Manuscript accepted 6 January 2004
- inattentive and combined subtypes;
Background: The aim of this investigation was to examine the construct validity and distinctiveness of the inattentive type (IT) and combined type (CT) of Attention-Deficit/Hyperactivity Disorder (ADHD) in a Latino/Hispanic sample.
Method: A comprehensive assessment was conducted with a clinically diagnosed school-based sample of 98 children aged 6 to 11 (CT = 44; IT = 25; control group = 29).
Results: Both ADHD groups were impaired on academic achievement measures, presented more ADHD-type behaviors during math and vigilance tasks, and exhibited greater internalizing symptoms. The IT group had a later onset of inattention symptoms, presented more sluggish cognitive tempo symptoms, was less prone to initiate social interactions or to be assertive and more self-controlled in social interchanges, was less likely to have externalizing behaviors, had mothers who reported less child-related family stress, and was less impaired in their adaptive functioning.
Conclusions: Findings supported the construct validity of ADHD in this culturally different sample and suggested that the CT and IT represent distinct disorders.