The MMPI-A: A Diagnostic Tool for ADHD Adolescents

139 Pages·2017·4.86 MB·English

by  Harry J. Marshall

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Dissertations Graduate College
12-1996
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Harry J. Marshall
Western Michigan University
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THE MMPI-A: A DIAGNOSTIC TOOL
FOR ADHD ADOLESCENTS
by
Harry J. Marshall
A Dissertation
Submitted to the
Faculty of The Graduate College
in partial fulfillment of the
requirements for the
Degree of Doctor of Education
Department of Counselor Education
and Counseling Psychology
Western Michigan University
Kalamazoo, Michigan
December 1996
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
THE MMPI-A: A DIAGNOSTIC TOOL
FOR ADHD ADOLESCENTS
Harry J. Marshall, Ed.D.
Western Michigan University, 1996
This research investigated the utility of the Minnesota Multiphasic Personality
Inventory-Adolescent (MMPI-A) as an instrument in the diagnosis of adolescents with
Attention Deficit Hyperactivity Disorder (ADHD). Subjects were 32 male and 12
female adolescents between the ages of 14 and 18 who presented for evaluation
and/or treatment for ADHD in one of three privately operated mental health clinics
in a large, industrial, midwestem state. Upon establishment of the diagnosis by a
psychologist who specializes in the area of ADHD, the subjects were invited to
participate in the study and complete the MMPI-A. A correlational research design
was used which compared the results of the MMPI-A of the ADHD adolescents with
the normative data sample from the MMPI Restandardization and Adolescent Project,
1992.
Statistically significant elevations were noted on 45 of the 65 subscales for the
32 male subjects. Statistically significant elevations were noted on 27 of 65 subscales
for the 12 female subjects. Clinical elevation was observed on scales 4, 9, Pal,
Mai, A-con, A-sch, MAC-R and PRO for male subjects and scales 3, 4, D4, Hy3,
Pd2, A-sch, MAC-R and PRO for female subjects, indicating that the MMPI-A could
be used to help identity ADHD adolescents.
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DEDICATION
This work is dedicated to the memory of my mother and father, Mae E.
and Harry J. Marshall, who instilled in me a thirst for knowledge, a belief that
any worthwhile goal is achievable with hard work and persistence, and that
education is the key to success.
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UMI Number: 9715998
C opyright 1996 by
M arshall, Harry J.
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Copyright by
Harry J. Marshall
1966
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ACKNOWLEDGEMENTS
This dissertation would not be possible if not for the guidance and
encouragement of several very special people.
It is a pleasure to express my sincerest thanks to Dr. Joseph Morris, the
chairperson of my doctoral committee, for his strong support and direction when
I most needed it.
To Dr. Edward Trembley, a committee member, who presented thought
provoking inquiries to many of my suppositions.
To Dr. Malcolm Robertson, a committee member, who served as a
steadying influence and mentor.
A special appreciation is extended to Mr. William Burke, who served as
editor of this publication, to Dr. Holly Van Scoy and Ms. Julie Scott who
provided valuable support in statistics and technical presentation.
Also, thanks to the psychologists at Delano Clinic, Woodbridge
Psychological Services, and Westside Medical Psychological Services who helped
in the data collection efforts of this research.
Finally, a special thanks to my wife, Tere, and my children, Erin and
Jesse, who stuck by me and encouraged me through this sometimes arduous
journey.
Harry J. Marshall
ii
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS.................................................................................. ii
LIST OF TABLES................................................................................................viii
LIST OF FIGURES .......................................................................................... x
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND........................................ 1
Background of the Problem............................................................ I
Statement of the Problem.................................................................. 4
Significance of the Study.................................................................. 5
Definition of Term s.......................................................................... 6
Research Questions .......................................................................... 7
Overview of the Study .................................................................... 8
II. HISTORY.................................................................. 10
Initial Development of the ADHD Diagnosis (1900-1920) . . . 10
Alternative Explanations (1920-1950’s ) ....................................... 11
Hyperactivity/Criterion (1960-1970’s ) ......................................... 12
Attention Span Focus (1980’s-1990’s ) ......................................... 13
Inattentiveness ............................................................................... 14
Impulsiveness.................................................................................. 16
iii
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