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The Psychometric Properties of the Barkley Deficits in Executive Functioning Scale (BDEFS) in a College Student Population Theodora Passinos Coffman

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The Psychometric Properties of the Barkley Deficits in Executive Functioning Scale (BDEFS) in a College Student Population Theodora Passinos Coffman Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2014 The Psychometric Properties of the Barkley Deficits in Executive Functioning Scale (BDEFS) in a College Student Population Theodora Passinos Coffman Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION THE PSYCHOMETRIC PROPERTIES OF THE BARKLEY DEFICITS IN EXECUTIVE FUNCTIONING SCALE (BDEFS) IN A COLLEGE STUDENT POPULATION By THEODORA PASSINOS COFFMAN A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2014 Theodora Coffman defended this dissertation on May 6, 2014 The members of the supervisory committee were: Frances Prevatt Professor Directing Dissertation Lee Stepina University Representative Beth Phillips Committee Member Debra Osborn Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii ACKNOWLEDGEMENTS I would like to thank Dr. Frances Prevatt for serving as my major professor, providing me with support and encouragement during my graduate school career. I would also like to recognize how smooth she made the process of doctoral training for me with her continued guidance through every step of the way. I would like to thank my doctoral committee; Dr. Debra Osborn, Dr. Beth Phillips, and Dr. Lee Stepina for their support throughout the dissertation process and for being so giving of their time. I thank my husband, Michael, for his continuous support over the years, and for his willingness to listen to me talk about the ins and outs of executive functioning to exhaustion. I thank my in-laws for their keen eye in catching typos in this document, and my parents for their support. I would also like to thank all of my friends in the College of Education at FSU for their continued support and willingness to order takeout at ALEC at all hours of the day and night to make sure the work continued. iii TABLE OF CONTENTS LIST OF TABLES ....................................................................................................................... vi ABSTRACT ................................................................................................................................. vii CHAPTER 1 .................................................................................................................................. 1 INTRODUCTION ........................................................................................................................ 1 Social Significance ...................................................................................................................... 1 Biological Factors Explaining the Relationship Between EF and ADHD .................................. 3 Barkley’s Model of EF and ADHD............................................................................................. 3 Assessing EF: Psychometric Tests or Impairment Rating Scales .............................................. 4 Test Construction ........................................................................................................................ 5 Statement of the Problem ............................................................................................................ 6 Research Questions ..................................................................................................................... 7 CHAPTER 2 .................................................................................................................................. 9 LITERATURE REVIEW ............................................................................................................ 9 ADHD and How the College Student is Different ...................................................................... 9 The Relationship Between ADHD and EF: How Biology and Neuropsychology Inform Our Understanding ........................................................................................................................... 15 EF Deficits as Manifested in ADHD......................................................................................... 25 Assessing EF ............................................................................................................................. 29 Test Construction and Validation Principles ............................................................................. 48 Proposed Study and Research Questions .................................................................................. 53 CHAPTER 3 ................................................................................................................................ 56 METHODS .................................................................................................................................. 56 Introduction ............................................................................................................................... 56 Hypotheses and Planned Data Analyses ................................................................................... 61 CHAPTER 4 ................................................................................................................................ 72 RESULTS .................................................................................................................................... 72 Demographic Variables and Statistics....................................................................................... 72 Research Question 1 .................................................................................................................. 72 Research Question 2 .................................................................................................................. 74 Research Question 3 .................................................................................................................. 75 Research Question 4 .................................................................................................................. 84 CHAPTER 5 ................................................................................................................................ 88 DISCUSSION .............................................................................................................................. 88 iv Relationship between BDEFS Self-Report Form and Other-Informant Form .......................... 88 Relationship between the BIA and BDEFS Factors.................................................................. 90 Reevaluation of ADHD-EF Index ............................................................................................. 93 Evidence of Factorial Validity .................................................................................................. 98 Limitations .............................................................................................................................. 100 Implications for Future Research ............................................................................................ 102 Implications for Clinical Practice ............................................................................................ 103 APPENDIX A ............................................................................................................................ 105 INFORMED CONSENT FOR ADHD GROUP .................................................................... 105 APPENDIX B ............................................................................................................................ 107 BARKLEY DEFICITS IN EXECUTIVE FUNCTIONING SCALES ................................ 107 APPENDIX C ............................................................................................................................ 111 INFORMED CONSENT FOR CONTROL GROUP ............................................................ 111 APPENDIX D ............................................................................................................................ 113 INTERNAL REVIEW BOARD FOR HUMAN SUBJECTS APPROVAL ........................ 113 APPENDIX E ............................................................................................................................ 115 DEMOGRAPHIC QUESTIONNAIRE .................................................................................. 115 APPENDIX F ............................................................................................................................ 116 BDEFS SCORING TEMPLATE ............................................................................................ 116 APPENDIX G ............................................................................................................................ 117 OTHER INFORMANT BDEFS .............................................................................................. 117 REFERENCES .......................................................................................................................... 121 BIOGRAPHICAL SKETCH ................................................................................................... 133 v LIST OF TABLES 1 Demographics ....................................................................................................................57
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