Table 3.
Bivariate Correlations between Study Variables and the Parent AAPC
| (1) | (2) | (3) | (4) | (5) | (6) | (7) | ||
|---|---|---|---|---|---|---|---|---|
|
|
||||||||
| (1) Parent AAPC Total Score | --- | |||||||
| (2) Parent AAPC Academic Skills Index | .96* | --- | ||||||
| (3) Parent Academic Impairment | .47* | .48* | --- | |||||
| (4) GPA | −.28* | −.22* | −.20* | --- | ||||
| (5) Parent Inattention Symptoms | .46* | .44* | .39* | −.10 | --- | |||
| (6) Parent H/I Symptoms | .23* | .15 | .17 | −.13 | .51* | --- | ||
| (7) IQ | .03 | .04 | .10 | .25* | .15 | .03 | --- | |
| (8) Relationship with Parent | .40* | .36* | .35* | .04 | .37* | .31* | .23* | |
Note. Parent-rated academic impairment and relationship with parent measured by the Impairment Rating Scale (IRS; Fabiano et al., 2006); Parent Inattention and H/I symptoms measured by the Disruptive Behavior Disorders Rating Scale (DBD; Pelham et al., 1992); IQ measured by the Wechsler Abbreviated Scale of Intelligence (Wechsler, 2003)
*
p<.002