Table 3.
Nominal Subtypes as Predictors vs. Comparison | Counts of Symptoms as Predictors | ||||||||
---|---|---|---|---|---|---|---|---|---|
Model 1 | Model 2 | Model 3 | Model 4 | ||||||
Predictors | β | z | β | z | Predictors | β | z | β | z |
Outcome Variable: Teacher Ratings of Peer Disliking across Years 2-9 | |||||||||
ODDa | 0.03 | 2.48* | ODDa | 0.01 | 0.73 | ||||
CDa | 0.01 | 0.41 | CDa | 0.01 | 0.58 | ||||
Internalizinga | −0.00 | −0.14 | Internalizinga | 0.01 | 1.09 | ||||
ADHD-I | 0.19 | 1.75 | 0.13 | 1.26 | Ia | 0.01 | 0.59 | 0.00 | 0.27 |
ADHD-HI | 0.35 | 4.50**** | 0.24 | 2.64** | HIa | 0.04 | 2.55* | 0.03 | 1.89 |
ADHD-C | 0.43 | 8.45**** | 0.30 | 4.15**** | |||||
Outcome Variable: Teacher Ratings of Peer Ignoring across Years 2–9 | |||||||||
ODDa | 0.03 | 2.62** | ODDa | 0.02 | 1.46 | ||||
CDa | −0.02 | −1.42 | CDa | −0.02 | −1.33 | ||||
Internalizinga | −0.01 | −1.18 | Internalizinga | −0.01 | −1.41 | ||||
ADHD-I | 0.26 | 3.26** | 0.23 | 2.85** | Ia | 0.03 | 2.45* | 0.03 | 2.41* |
ADHD-HI | 0.13 | 1.82 | 0.09 | 1.08 | HIa | 0.02 | 1.06 | 0.01 | 0.58 |
ADHD-C | 0.30 | 6.28*** | 0.24 | 4.22**** | |||||
Outcome Variable: Reading Achievement Scores across Years 2–9 | |||||||||
ODDa | 0.23 | 0.48 | ODDa | 0.45 | 0.79 | ||||
CDa | −0.07 | −0.11 | CDa | 0.04 | 0.06 | ||||
Internalizinga | −0.45 | −1.47 | Internalizinga | −0.81 | −2.08* | ||||
ADHD-I | −7.94 | −2.10* | −6.78 | −1.75 | Ia | −0.50 | −0.75 | −0.18 | −0.26 |
ADHD-HI | 2.71 | 0.92 | 2.61 | 0.78 | HIa | 2.05 | 3.22** | 1.79 | 2.60** |
ADHD-C | 0.98 | 0.51 | 1.60 | 0.63 | |||||
Outcome Variable: Mathematics Achievement Scores across Years 2-9 | |||||||||
ODDa | 0.52 | 1.36 | ODDa | 0.92 | 1.81 | ||||
CDa | −0.87 | −1.98* | CDa | −0.74 | −1.74 | ||||
Internalizinga | −0.57 | −2.26* | Internalizinga | −0.89 | −2.73** | ||||
ADHD-I | −7.00 | −3.02** | −5.66 | −2.44* | Ia | −1.16 | −2.40* | −0.92 | −2.04* |
ADHD-HI | −1.59 | −0.68 | −1.21 | −0.50 | HIa | .45 | 0.98 | 0.07 | 0.21 |
ADHD-C | −4.49 | −3.15** | −3.33 | −1.79 |
< .05;
< .01;
< .001;
< .0001
Counts of symptoms; beta estimates and odds ratios reflect differences in effect at each greater number of symptoms.
Note: Reading and mathematics achievement scores tested with generalized linear regression. See notes at the bottom of Table 2.