The Relationship Between ADD-Like Behavior and IQ Score - Essay Example

? of the Paper in Full Goes Here Here and Heather Walen-Frederick Walden Attention deficit hyperactivity disorder is associated with hyperactivity and loss of attention. Many researchers have established that the disorder may affect learning and social interaction. This study conducted with a sample of 216 individuals reveals that there is a significant negative relationship between attention deficit hyperactivity disorder and IQ. The Relationship between ADD-like Behavior and IQ score Introduction Attention deficit hyperactivity disorder (ADHD) is a psychiatric disorder that is characterized by hyperactivity and attention related problems. In most cases, each of the two behaviors occur independently infrequently, symptoms usually beginning to show before the individual is seven years old. According to a Philip, Gilliam, Liverpool, Weddle, Malek, Sharp, Greenstein, Evans, Rapoport and Giedd (2010), ADHD, also known as Attention deficit disorder (ADD), the condition evidently occurs when the behavior lie at the extreme end of a continuous distribution of cognitive impairments and symptoms and that lie below. A significant number of those having ADHD in childhood are likely to retain the symptoms of the condition in adulthood. Indeed according to Howell, Huessy and Hassuk (1985), those children that exhibited behavior related to ADHD in elementary school risked showing the symptoms in high school and as young adults. In fact most of those with the condition performed poorly in school and had social problems later in life (Howell et al. 1985). This study investigates the relationship between various variables and the presence of ADHD. The objective of this study was to establish if there is a significant relationship between the existence of ADD-like behavior and IQ score. Hypothesis H0: There is no significant relationship between ADD-like behavior and IQ score among individuals H1: There is no significant relationship between ADD-like behavior and IQ score among individuals Method Participants Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed. Procedure All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216). Measures Gender. The gender of the child was collected via a questionnaire completed by the child’s second grade teacher. Grade repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade. English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory. English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans. High school dropout status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation. ADD-like behavior score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) reported high reliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure. Intelligence quotient (IQ). IQ was assessed via a group administered Intelligence Test. Grade point average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0. Results Descriptive Statistics Descriptive statistics for the variables used in this study are provided in Table 1. Table 1 Descriptive Statistics N Minimum Maximum Mean Std. Deviation Gender 216 1.00 2.00 1.4630 .49978 Repeated Grade? 216 .00 1.00 .0926 .29053 9th Grade English Level 216 1.00 3.00 2.0185 .53668 9th Grade English Grade 216 .00 4.00 2.4954 .90988 Valid N (listwise) 216 Table 2 Descriptive Statistics N Minimum Maximum Mean Std. Deviation 9th Grade English Grade 216 .00 4.00 2.4954 .90988 Social Adjustment Problems in 9th Grade? 216 .00 1.00 .1157 .32066 Dropped out of High School? 216 .00 1.00 .0926 .29053 ADD-like behavior score (mean of 3) 216 24.67 76.67 52.8480 10.45221 IQ Score 216 55.00 137.00 102.3542 12.55762 GPA in 9th Grade 216 .25 4.00 2.4386 .84507 Valid N (listwise) 216 Results for t Test One-Sample Statistics N Mean Std. Deviation Std. Error Mean ADD-like behavior score (mean of 3) 216 52.8480 10.45221 .71118 IQ Score 216 102.3542 12.55762 .85444 One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper ADD-like behavior score (mean of 3) 74.310 215 .000 52.84799 51.4462 54.2498 IQ Score 119.791 215 .000 102.35417 100.6700 104.0383 The relationship between ADD-like behavior and IQ level among individuals is one that needs to be established if learning institutions have to come up with strategies of managing learning in the school environment. It is in this respect that this study was conducted. The objective of the study was to establish if there is a significant relationship between the existence of ADD-like behavior and IQ score. The Hypothesis was as follows: Hypothesis H0: There is no significant relationship between ADD-like behavior and IQ score among individuals H1: There is no significant relationship between ADD-like behavior and IQ score among individuals Results for Analysis of Variance (ANOVA) ANOVA ADD-like behavior score (mean of 3) Sum of Squares df Mean Square F Sig. Between Groups 14244.096 78 182.617 2.706 .000 Within Groups 9244.386 137 67.477 Total 23488.481 215 From the results of the multiple comparison table, it is seen that the significance level p=0.000. is less than the critical value (0.05). In this case, there is a significant difference between the means. Table 2 Results for Correlation between ADD-like behavior and IQ score Correlations ADD-like behavior score (mean of 3) IQ Score ADD-like behavior score (mean of 3) Pearson Correlation 1 -.629(**) Sig. (2-tailed) . .000 N 216 216 IQ Score Pearson Correlation -.629(**) 1 Sig. (2-tailed) .000 . N 216 216 ** Correlation is significant at the 0.01 level (2-tailed). Discussion According to Howell et al. (1985), individuals who have ADD-like behavior are more likely to score poorly in school and have problems relating with other people socially. Philip et al (2010) ADD is associated with extreme cognitive impairment and recurrent loss of attention and hyperactivity. As can be seen from the tests above, there is a significant positive correlation between ADD-like behavior and IQ score. Those with ADD-like behavior tend to score poorly in the IQ test. References Howell D. C. , Huessy H. R. & Hassuk B. (1985). Fifteen Year Follow-up of a Behavioral History of Attention Deficit Disorder. Paediatrics, 76(2) 185-190. Philip S., Gilliam M., Liverpool M., Weddle C., Malek M., Sharp W., Greenstein D., Evans A., Rapoport J. & Giedd J. (2010). Cortical Development in Typically Developing Children With Symptoms of Hyperactivity and Impulsivity: Support for a Dimensional View of Attention Deficit Hyperactivity Disorder. Am Journal of Psychiatry, 168, 143-151. doi: 10.1176/appi.ajp.2010.10030385 xxx Appendix SPSS Syntax and Output Files for the Final Project In this section, place your SPSS syntax and output files under their respective headings listed below. Note: While there are specific APA guidelines for tables and figures in an appendix, SPSS printouts are not included in manuscript. Descriptive Statistics Copy and paste your SPSS syntax and output files from Week 3 here. Table 1 DESCRIPTIVES VARIABLES=GENDER REPEAT ENGL ENGG /STATISTICS=MEAN STDDEV MIN MAX . Descriptive Statistics N Minimum Maximum Mean Std. Deviation Gender 216 1.00 2.00 1.4630 .49978 Repeated Grade? 216 .00 1.00 .0926 .29053 9th Grade English Level 216 1.00 3.00 2.0185 .53668 9th Grade English Grade 216 .00 4.00 2.4954 .90988 Valid N (listwise) 216 Table 2 DESCRIPTIVES VARIABLES=ENGG SOCPROB DROPOUT ADDSC IQ GPA /STATISTICS=MEAN STDDEV MIN MAX . Descriptive Statistics N Minimum Maximum Mean Std. Deviation 9th Grade English Grade 216 .00 4.00 2.4954 .90988 Social Adjustment Problems in 9th Grade? 216 .00 1.00 .1157 .32066 Dropped out of High School? 216 .00 1.00 .0926 .29053 ADD-like behavior score (mean of 3) 216 24.67 76.67 52.8480 10.45221 IQ Score 216 55.00 137.00 102.3542 12.55762 GPA in 9th Grade 216 .25 4.00 2.4386 .84507 Valid N (listwise) 216 t Test T-TEST /TESTVAL = 0 /MISSING = ANALYSIS /VARIABLES = ADDSC IQ /CRITERIA = CI(.95) . One-Sample Statistics N Mean Std. Deviation Std. Error Mean ADD-like behavior score (mean of 3) 216 52.8480 10.45221 .71118 IQ Score 216 102.3542 12.55762 .85444 One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper ADD-like behavior score (mean of 3) 74.310 215 .000 52.84799 51.4462 54.2498 IQ Score 119.791 215 .000 102.35417 100.6700 104.0383 ANOVA ONEWAY ADDSC BY IQ /MISSING ANALYSIS . ANOVA ADD-like behavior score (mean of 3) Sum of Squares df Mean Square F Sig. Between Groups 14244.096 78 182.617 2.706 .000 Within Groups 9244.386 137 67.477 Total 23488.481 215 Correlation CORRELATIONS /VARIABLES=ADDSC IQ /PRINT=TWOTAIL NOSIG /MISSING=PAIRWISE . Correlations ADD-like behavior score (mean of 3) IQ Score ADD-like behavior score (mean of 3) Pearson Correlation 1 -.629(**) Sig. (2-tailed) . .000 N 216 216 IQ Score Pearson Correlation -.629(**) 1 Sig. (2-tailed) .000 . N 216 216 ** Correlation is significant at the 0.01 level (2-tailed). Read More