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Journal of Pediatric Psychology 7(3) pp. 331-344, 1982
© 1982 Society of Pediatric Psychology

research-article

Relationships Among Measures of Activity in Children1

Daniel R. Kivlahan, Lawrence J. Siegel2 and Douglas G. Ullman

University of Missouri Columbia, University of Florida, Bowling Green State University

2A11 correspondence should be addressed to Lawrence J. Siegel, Department of Clinical Psychology, Box J-165, J. Hillis Miller Health Center, University of Florida, Gainesville, Florida 32610.

The present study investigated the relationships among three approaches to the assessment of activity (laboratory measures, teacher ratings, and classroom observations) in a sample of second- and third-grade boys (n = 40) from regular classrooms. Results showed that only one of four laboratory measures (the stabilimeter score during a structured task) showed a significant correlation with observed motor activity in the classroom (r = .52, p < .05, n = 17), while none correlated reliably with teacher ratings. Total scores, using the hyperactivity factor of the Conners Teacher Rating Scale, correlated reliably with the amount of observed motor activity (r = .55, p < .05, n = 17), but not with the proportion of off-task intervals (r = .11, ns). Analysis of individual rating items indicated that ratings of excitability were reliably correlated with observed classroom activity (r = .49, p < .05, n = 17); however, ratings of "restless and over-active" were not correlated with observed classroom activity (r = .35, ns). Results are discussed with respect to the situation specificity of activity and the influence of direction of behavior versus amount of motor activity on teacher ratings of hyperactivity.


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