Settling the score: Can CPT-3 embedded validity indicators distinguish between credible and non-credible responders referred for ADHD and/or SLD?
A Robinson, C Reed, K Davis… - Journal of attention …, 2023 - journals.sagepub.com
Journal of attention disorders, 2023•journals.sagepub.com
Objective: The purpose of the present study was to further investigate the clinical utility of
individual and composite indicators within the CPT-3 as embedded validity indicators (EVIs)
given the discrepant findings of previous investigations. Methods: A total of 201 adults
undergoing psychoeducational evaluation for ADHD and/or Specific Learning Disorder
(SLD) were divided into credible (n= 159) and non-credible (n= 42) groups based on five
criterion measures. Results: Receiver operating characteristic curves (ROC) revealed that …
individual and composite indicators within the CPT-3 as embedded validity indicators (EVIs)
given the discrepant findings of previous investigations. Methods: A total of 201 adults
undergoing psychoeducational evaluation for ADHD and/or Specific Learning Disorder
(SLD) were divided into credible (n= 159) and non-credible (n= 42) groups based on five
criterion measures. Results: Receiver operating characteristic curves (ROC) revealed that …
Objective
The purpose of the present study was to further investigate the clinical utility of individual and composite indicators within the CPT-3 as embedded validity indicators (EVIs) given the discrepant findings of previous investigations.
Methods
A total of 201 adults undergoing psychoeducational evaluation for ADHD and/or Specific Learning Disorder (SLD) were divided into credible (n = 159) and non-credible (n = 42) groups based on five criterion measures.
Results
Receiver operating characteristic curves (ROC) revealed that 5/9 individual indicators and 2/4 composite indicators met minimally acceptable classification accuracy of ≥0.70 (AUC = 0.43–0.78). Individual (0.16–0.45) and composite indicators (0.23–0.35) demonstrated low sensitivity when using cutoffs that maintained specificity ≥90%.
Conclusion
Given the lack of stability across studies, further research is needed before recommending any specific cutoff be used in clinical practice with individuals seeking psychoeducational assessment.
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