Skip to main content
Top
Gepubliceerd in:

25-04-2018

Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence

Auteurs: Daniel R. Leopold, Micaela E. Christopher, Richard K. Olson, Stephen A. Petrill, Erik G. Willcutt

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

A population-based longitudinal sample of 489 twin pairs was assessed at six time points over ten years to examine the measurement invariance and stability of attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as the developmental relations between inattention (IN), hyperactivity-impulsivity (HI), and multiple aspects of functional impairment. Parent ratings of ADHD symptoms and functional impairment were obtained in preschool and after the completion of kindergarten, first, second, fourth, and ninth grades. Results of the temporal and sex invariance models indicated that parent ratings of the 18 ADHD symptoms function in the same manner for females and males from early childhood into adolescence. In addition to establishing this prerequisite condition for the interpretation of longitudinal and between-sex differences in the IN and HI symptom dimensions, cross-lagged models indicated that both IN and HI were associated with increased risk for both concurrent and future overall, social, and recreational impairment, whereas only IN was uniquely associated with later academic impairment. Taken together, the current results demonstrate that IN and HI are highly stable from preschool through ninth grade, invariant between females and males, and indicative of risk for impairment in multiple areas, thereby providing strong support for the validity of the symptom dimensions among both sexes.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.CrossRef
go back to reference Arnett, A. B., Pennington, B. F., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2015). Sex differences in ADHD symptom severity. Journal of Child Psychology and Psychiatry, 56, 632–639.CrossRefPubMed Arnett, A. B., Pennington, B. F., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2015). Sex differences in ADHD symptom severity. Journal of Child Psychology and Psychiatry, 56, 632–639.CrossRefPubMed
go back to reference Barkley, R. A., & Murphy, K. (1998). Attention-deficit hyperactivity disorder: A clinical workbook (Vol. 2nd). New York, NY: Guilford Press.CrossRef Barkley, R. A., & Murphy, K. (1998). Attention-deficit hyperactivity disorder: A clinical workbook (Vol. 2nd). New York, NY: Guilford Press.CrossRef
go back to reference Bauermeister, J. J., Canino, G., Polanczyk, G., & Rohde, L. A. (2010). ADHD across cultures: Is there evidence for a bidimensional organization of symptoms? Journal of Clinical Child & Adolescent Psychology, 39(3), 362–372.CrossRef Bauermeister, J. J., Canino, G., Polanczyk, G., & Rohde, L. A. (2010). ADHD across cultures: Is there evidence for a bidimensional organization of symptoms? Journal of Clinical Child & Adolescent Psychology, 39(3), 362–372.CrossRef
go back to reference Brosco, J. P., & Bona, A. (2017). Changes in academic demands and attention-deficit/hyperactivity disorder in young children. JAMA Pediatrics, 170(4), 396–397.CrossRef Brosco, J. P., & Bona, A. (2017). Changes in academic demands and attention-deficit/hyperactivity disorder in young children. JAMA Pediatrics, 170(4), 396–397.CrossRef
go back to reference Burns, G. L., Walsh, J. A., Gomez, R., & Hafetz, N. (2006). Measurement and structural invariance of parent ratings of ADHD and ODD symptoms across gender for American and Malaysian children. Psychological Assessment, 18, 452–457.CrossRefPubMed Burns, G. L., Walsh, J. A., Gomez, R., & Hafetz, N. (2006). Measurement and structural invariance of parent ratings of ADHD and ODD symptoms across gender for American and Malaysian children. Psychological Assessment, 18, 452–457.CrossRefPubMed
go back to reference Burns, G. L., Servera, M., Bernad, M. D. M., Carrillo, J. M., & Geiser, C. (2014). Ratings of ADHD symptoms and academic impairment by mothers, fathers, teachers, and aides: Construct validity within and across settings as well as occasions. Psychological Assessment, 26(4), 1247–1258.CrossRefPubMed Burns, G. L., Servera, M., Bernad, M. D. M., Carrillo, J. M., & Geiser, C. (2014). Ratings of ADHD symptoms and academic impairment by mothers, fathers, teachers, and aides: Construct validity within and across settings as well as occasions. Psychological Assessment, 26(4), 1247–1258.CrossRefPubMed
go back to reference Burns, G. L., Becker, S. P., Servera, M., Bernad, M. D. M., & Garcia-Banda, G. (2017). Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity. Psychological Assessment, 29(2), 209–220. https://doi.org/10.1037/pas0000325. Burns, G. L., Becker, S. P., Servera, M., Bernad, M. D. M., & Garcia-Banda, G. (2017). Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity. Psychological Assessment, 29(2), 209–220. https://​doi.​org/​10.​1037/​pas0000325.
go back to reference Byrne, B., Delaland, C., Fielding-Barnsley, R., Quain, P., Samuelsson, S., Hoien, T., et al. (2002). Longitudinal twin study of early reading development in three countries: Preliminary results. Annals of Dyslexia, 52, 49–73.CrossRef Byrne, B., Delaland, C., Fielding-Barnsley, R., Quain, P., Samuelsson, S., Hoien, T., et al. (2002). Longitudinal twin study of early reading development in three countries: Preliminary results. Annals of Dyslexia, 52, 49–73.CrossRef
go back to reference Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.CrossRef Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.CrossRef
go back to reference Chen, F. F., Sousa, K. H., & West, S. G. (2005). Testing measurement invariance of second-order factor models. Structural Equation Modeling, 12, 471–492.CrossRef Chen, F. F., Sousa, K. H., & West, S. G. (2005). Testing measurement invariance of second-order factor models. Structural Equation Modeling, 12, 471–492.CrossRef
go back to reference Christopher, M. E., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J. M., Pennington, B. F., et al. (2013). The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia. Journal of Experimental Child Psychology, 125, 453–467.CrossRef Christopher, M. E., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J. M., Pennington, B. F., et al. (2013). The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia. Journal of Experimental Child Psychology, 125, 453–467.CrossRef
go back to reference Christopher, M. E., Hulsander, J., Keenan, J., DeFries, J., Pennington, B. F., Byrne, B., et al. (2015). Genetic and environmental etiologies of the longitudinal relations between pre-reading skills and reading. Child Development, 86, 342–361.CrossRefPubMed Christopher, M. E., Hulsander, J., Keenan, J., DeFries, J., Pennington, B. F., Byrne, B., et al. (2015). Genetic and environmental etiologies of the longitudinal relations between pre-reading skills and reading. Child Development, 86, 342–361.CrossRefPubMed
go back to reference Dittman, C. K. (2016). The impact of early classroom inattention on phonological processing and word-reading development. Journal of Attention Disorders, 20(8), 653–664.CrossRefPubMed Dittman, C. K. (2016). The impact of early classroom inattention on phonological processing and word-reading development. Journal of Attention Disorders, 20(8), 653–664.CrossRefPubMed
go back to reference Eid, M., Geiser, C., Koch, T., & Heene, M. (2017). Anomalous results in g-factor models: Explanations and alternatives. Psychological Methods, 22(3), 541–562.CrossRefPubMed Eid, M., Geiser, C., Koch, T., & Heene, M. (2017). Anomalous results in g-factor models: Explanations and alternatives. Psychological Methods, 22(3), 541–562.CrossRefPubMed
go back to reference Friedman-Weieneth, J. L., Doctoroff, G. L., Harvey, E. A., & Goldstein, L. H. (2009). The Disruptive Behavior Rating Scale-Parent Version (DBRS-PV): Factor analytic structure and validity among young preschool children. Journal of Attention Disorders, 13, 42–55.CrossRefPubMed Friedman-Weieneth, J. L., Doctoroff, G. L., Harvey, E. A., & Goldstein, L. H. (2009). The Disruptive Behavior Rating Scale-Parent Version (DBRS-PV): Factor analytic structure and validity among young preschool children. Journal of Attention Disorders, 13, 42–55.CrossRefPubMed
go back to reference Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: A meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1036–1045.CrossRefPubMed Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: A meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1036–1045.CrossRefPubMed
go back to reference Gershon, J. (2002). A meta-analytic review of gender differences in ADHD. Journal of Attention Disorders, 5, 143–154.CrossRef Gershon, J. (2002). A meta-analytic review of gender differences in ADHD. Journal of Attention Disorders, 5, 143–154.CrossRef
go back to reference Hartung, C. M., Lefler, E. K., Canu, W. H., Stevens, A. E., Jaconis, M., LaCount, P. A., … Willcutt, E. G. (2016). DSM-5 and other symptom thresholds for ADHD: Which is the best predictor of impairment in college students? Advance online publication. Journal of Attention Disorders. https://doi.org/10.1177/1087054716629216. Hartung, C. M., Lefler, E. K., Canu, W. H., Stevens, A. E., Jaconis, M., LaCount, P. A., … Willcutt, E. G. (2016). DSM-5 and other symptom thresholds for ADHD: Which is the best predictor of impairment in college students? Advance online publication. Journal of Attention Disorders. https://​doi.​org/​10.​1177/​1087054716629216​.
go back to reference Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70, 1086–1098.CrossRefPubMed Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70, 1086–1098.CrossRefPubMed
go back to reference Hinshaw, S. P., Owens, E. B., Sami, N., & Fargeon, S. (2006). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment. Journal of Consulting and Clinical Psychology, 74, 489–499.CrossRefPubMed Hinshaw, S. P., Owens, E. B., Sami, N., & Fargeon, S. (2006). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross-domain impairment. Journal of Consulting and Clinical Psychology, 74, 489–499.CrossRefPubMed
go back to reference Lahey, B. B., & Willcutt, E. G. (2010). Predictive validity of a continuous alternative to nominal subtypes of attention-deficit hyperactivity disorder in DSM-IV. Journal of Clinical Child and Adolescent Psychology, 39, 761–775.CrossRefPubMedPubMedCentral Lahey, B. B., & Willcutt, E. G. (2010). Predictive validity of a continuous alternative to nominal subtypes of attention-deficit hyperactivity disorder in DSM-IV. Journal of Clinical Child and Adolescent Psychology, 39, 761–775.CrossRefPubMedPubMedCentral
go back to reference Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J., Trapani, C., Nugent, K., et al. (1998). Validity of DSM-IV attention-deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 695–702.CrossRefPubMed Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J., Trapani, C., Nugent, K., et al. (1998). Validity of DSM-IV attention-deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 695–702.CrossRefPubMed
go back to reference Lahey, B. B., Pelham, W. E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S. S., et al. (2004). Three-year predictive validity of DSM-IV attention deficit hyperactivity disorder in children diagnosed at 4-6 years of age. American Journal of Psychiatry, 161, 2014–2020.CrossRefPubMed Lahey, B. B., Pelham, W. E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S. S., et al. (2004). Three-year predictive validity of DSM-IV attention deficit hyperactivity disorder in children diagnosed at 4-6 years of age. American Journal of Psychiatry, 161, 2014–2020.CrossRefPubMed
go back to reference Lahey, B. B., Pelham, W. E., Loney, J., Lee, S. S., & Willcutt, E. (2005). Instability of the DSM-IV subtypes of ADHD from preschool through elementary school. Archives of General Psychiatry, 62, 896–902.CrossRefPubMed Lahey, B. B., Pelham, W. E., Loney, J., Lee, S. S., & Willcutt, E. (2005). Instability of the DSM-IV subtypes of ADHD from preschool through elementary school. Archives of General Psychiatry, 62, 896–902.CrossRefPubMed
go back to reference Little, T. D. (2013). Longitudinal structural equation modeling. New York: Guilford Press. Little, T. D. (2013). Longitudinal structural equation modeling. New York: Guilford Press.
go back to reference Little, T. D., Rhemtulla, M., Gibson, K., & Schoemann, A. M. (2013). Why the items versus parcels controversy needn’t be one. Psychological Methods, 18, 285–300.CrossRefPubMedPubMedCentral Little, T. D., Rhemtulla, M., Gibson, K., & Schoemann, A. M. (2013). Why the items versus parcels controversy needn’t be one. Psychological Methods, 18, 285–300.CrossRefPubMedPubMedCentral
go back to reference McGee, R., Prior, M., Williams, S., Smart, D., & Sanson, A. (2002). The long-term significance of teacher-rated hyperactivity and reading ability in childhood: Findings from two longitudinal studies. Journal of Child Psychology and Psychiatry, 43, 1004–1017.CrossRefPubMed McGee, R., Prior, M., Williams, S., Smart, D., & Sanson, A. (2002). The long-term significance of teacher-rated hyperactivity and reading ability in childhood: Findings from two longitudinal studies. Journal of Child Psychology and Psychiatry, 43, 1004–1017.CrossRefPubMed
go back to reference Muthen, L. K., & Muthen, B. O. (2012). Mplus user's guide (7th ed.). Los Angeles: Muthen and Muthen. Muthen, L. K., & Muthen, B. O. (2012). Mplus user's guide (7th ed.). Los Angeles: Muthen and Muthen.
go back to reference Olson, R. K., Keenan, J. M., Byrne, B., Samuelsson, S., Coventry, W. L., Corley, R., et al. (2011). Genetic and environmental influences on vocabulary and reading development. Scientific Studies of Reading, 15, 26–46.CrossRefPubMed Olson, R. K., Keenan, J. M., Byrne, B., Samuelsson, S., Coventry, W. L., Corley, R., et al. (2011). Genetic and environmental influences on vocabulary and reading development. Scientific Studies of Reading, 15, 26–46.CrossRefPubMed
go back to reference Owens, E. B., Hinshaw, S. P., Lee, S. S., & Lahey, B. B. (2009). Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child and Adolescent Psychology, 38, 132–143.CrossRefPubMedPubMedCentral Owens, E. B., Hinshaw, S. P., Lee, S. S., & Lahey, B. B. (2009). Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child and Adolescent Psychology, 38, 132–143.CrossRefPubMedPubMedCentral
go back to reference Pham, A. V. (2016). Differentiating behavioral ratings of inattention, impulsivity, and hyperactivity in children: Effects on reading achievement. Journal of Attention Disorders, 20(8), 674–683.CrossRefPubMed Pham, A. V. (2016). Differentiating behavioral ratings of inattention, impulsivity, and hyperactivity in children: Effects on reading achievement. Journal of Attention Disorders, 20(8), 674–683.CrossRefPubMed
go back to reference Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines: American Guidance Service. Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines: American Guidance Service.
go back to reference Ros, R. & Graziano, P.A. (2017). Social functioning in children with or at risk for attention deficit/hyperactivity disorder: A meta-analytic review. Journal of Clinical Child and Adolescent Psychology. Advance online publication. Ros, R. & Graziano, P.A. (2017). Social functioning in children with or at risk for attention deficit/hyperactivity disorder: A meta-analytic review. Journal of Clinical Child and Adolescent Psychology. Advance online publication.
go back to reference Spitzer, R. L., & Wakefield, J. C. (1999). DSM-IV diagnostic criterion for clinical significance: Does it help solve the false positives problem? American Journal of Psychiatry, 156, 1856–1864.PubMed Spitzer, R. L., & Wakefield, J. C. (1999). DSM-IV diagnostic criterion for clinical significance: Does it help solve the false positives problem? American Journal of Psychiatry, 156, 1856–1864.PubMed
go back to reference Toplak, M. E., Sorge, G. B., Flora, D. B., Chen, W., Banaschewski, T., Buitelaar, J., et al. (2012). The hierarchical factor model of ADHD: Invariant across age and national groupings? Journal of Child Psychology and Psychiatry, 53(3), 292–303.CrossRefPubMed Toplak, M. E., Sorge, G. B., Flora, D. B., Chen, W., Banaschewski, T., Buitelaar, J., et al. (2012). The hierarchical factor model of ADHD: Invariant across age and national groupings? Journal of Child Psychology and Psychiatry, 53(3), 292–303.CrossRefPubMed
go back to reference Willcutt, E. G., Betjemann, R. S., Wadsworth, S. J., Samuelsson, S., Corley, R., DeFries, J. C., et al. (2007b). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills. Reading and Writing, 20, 103–125.CrossRef Willcutt, E. G., Betjemann, R. S., Wadsworth, S. J., Samuelsson, S., Corley, R., DeFries, J. C., et al. (2007b). Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills. Reading and Writing, 20, 103–125.CrossRef
go back to reference Willcutt, E. G., Betjemann, R. S., McGrath, L. M., Chhabildas, N. A., Olson, R. K., DeFries, J. C., & Pennington, B. F. (2010). Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46, 1345–1361.CrossRefPubMedPubMedCentral Willcutt, E. G., Betjemann, R. S., McGrath, L. M., Chhabildas, N. A., Olson, R. K., DeFries, J. C., & Pennington, B. F. (2010). Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46, 1345–1361.CrossRefPubMedPubMedCentral
go back to reference Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado learning difficulties questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 23, 778–791.CrossRefPubMedPubMedCentral Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado learning difficulties questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 23, 778–791.CrossRefPubMedPubMedCentral
go back to reference Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., et al. (2012). Validity of DSM-IV attention-deficit/hyperactivity disorder dimensions and subtypes. Journal of Abnormal Psychology, 121, 991–1010.CrossRefPubMedPubMedCentral Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., et al. (2012). Validity of DSM-IV attention-deficit/hyperactivity disorder dimensions and subtypes. Journal of Abnormal Psychology, 121, 991–1010.CrossRefPubMedPubMedCentral
go back to reference Willoughby, M. T., Blanton, Z. E., & Family Life Project Investigators. (2015). Replication and external validation of a bi-factor parameterization of attention deficit/hyperactivity symptomatology. Journal of Clinical Child & Adolescent Psychology, 44, 68–79.CrossRef Willoughby, M. T., Blanton, Z. E., & Family Life Project Investigators. (2015). Replication and external validation of a bi-factor parameterization of attention deficit/hyperactivity symptomatology. Journal of Clinical Child & Adolescent Psychology, 44, 68–79.CrossRef
Metagegevens
Titel
Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence
Auteurs
Daniel R. Leopold
Micaela E. Christopher
Richard K. Olson
Stephen A. Petrill
Erik G. Willcutt
Publicatiedatum
25-04-2018
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 1/2019
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-018-0434-6