Skip to main content
SpringerLink
Log in

Impairment in Children

  • Chapter
  • First Online:
Book cover Assessing Impairment

Abstract

For children with mental health problems, impairment results in a diminished ability to perform at developmentally expected levels. Impairment in daily life activities can include dysfunction or an absence of adaptation in social, emotional, psychological, or occupational/academic domains, and it is a core component of nearly all childhood and adolescent mental health disorders. Currently, the American Psychiatric Association’s (APA’s) Diagnostic and Statistical Manual of Mental Health Disorders, Fourth Edition, Text Revision (DSM-IV-TR, 2000) requires impairment in daily life functioning for the diagnosis of the externalizing (e.g., attention deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], and conduct disorder [CD]) and internalizing (e.g., anxiety and mood-related) disorders, and impairment in social or academic functioning is a cardinal feature of other disorders of childhood and adolescence (e.g., autism, learning disabilities, substance abuse).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.

    Google Scholar 

  • American Academy of Pediatrics. (2000). Diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics, 105, 1158–1170.

    Article  Google Scholar 

  • American Academy of Pediatrics. (2001). Clinical practice guideline: Treatment of the school-aged child with attention-deficit/hyperactivity disorder. Pediatrics, 108, 1033–1044.

    Article  Google Scholar 

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.

    Google Scholar 

  • Angold, A., & Costello, E. J. (1995). A test-retest reliability study of child-reported psychiatric symptoms and diagnoses using the child and adolescent psychiatric assessment (CAPA-C). Psychological Medicine, 25, 755–762.

    Article  PubMed  Google Scholar 

  • Angold, A., Costello, E. J., Farmer, E. M. Z., Burns, B. J., & Erkanli, A. (1999). Impaired but undiagnosed. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 129–137.

    Article  PubMed  Google Scholar 

  • Angold, A., Prendergast, M., Cox, A., Harrington, R., Simonoff, E., & Rutter, M. (1995). The child and adolescent psychiatric assessment (CAPA). Psychological Medicine, 25, 739–753.

    Article  PubMed  Google Scholar 

  • Barkley, R. A. (2016). Measuring impairment with the Barkley functional impairment scales. In S. Goldstein & J. Naglieri (Eds.), Assessing impairment: From theory to practice (2nd ed.). New York, NY: Springer.

    Google Scholar 

  • Bird, H. R., Andrews, H., Schwab-Stone, M., Goodman, S., Dulcan, M., Richters, J., et al. (1996). Global measures of impairment for epidemiologic and clinical use with children and adolescents. International Journal of Methods in Psychiatric Research, 6, 295–307.

    Article  Google Scholar 

  • Bird, H., Canino, G., Rubio-Stipec, M., & Ribera, J. (1987). Further measures of the psychometric properties of the children’s global assessment scale (CGAS). Archives of General Psychiatry, 44, 821–824.

    Article  PubMed  Google Scholar 

  • Bird, H. R., Shaffer, D., Fisher, P., Gould, M. S., Staghezza, B., Chen, J. Y., et al. (1993). The Columbia Impairment Scale (CIS): Pilot findings on a measure of global impairment for children and adolescents. International Journal of Methods in Psychiatric Research, 3, 167–176.

    Google Scholar 

  • Bird, H., Yager, T., Staghezza, B., Gould, M., Canino, G., & Rubio-Stipec, M. (1990). Impairment in the epidemiological measurement of childhood psychopathology in the community. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 796–803.

    Article  PubMed  Google Scholar 

  • Bukowski, W. M., & Adams, R. (2005). Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms, and meanings. Journal of Clinical Child and Adolescent Psychology, 34, 3–10.

    Article  PubMed  Google Scholar 

  • Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350–365.

    Article  PubMed  Google Scholar 

  • Chamberlain, P., & Patterson, G. R. (1995). Discipline and child compliance in parenting. In M. Bornstein (Ed.), Handbook of parenting: Vol. 4. Applied and practical parenting (pp. 205–225). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13, 69–88.

    Article  Google Scholar 

  • Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 779–862). New York: Wiley.

    Google Scholar 

  • Costello, E. J., Angold, A., & Keeler, G. P. (1999). Adolescent outcomes of childhood disorders: The consequences of severity and impairment. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 121–128.

    Article  PubMed  Google Scholar 

  • Costello, E. J., & Shugart, M. A. (1992). Above and below the threshold: Severity of psychiatric symptoms and functional impairment in a pediatric sample. Pediatrics, 90, 359–368.

    PubMed  Google Scholar 

  • Crnic, K. A., & Greenberg, M. T. (1990). Minor parenting stresses with young children. Child Development, 61, 1628–1637.

    Article  PubMed  Google Scholar 

  • Dishion, T. J., Nelson, S. E., & Yasui, M. (2005). Predicting early adolescent gang involvement from middle school adaptation. Journal of Clinical Child and Adolescent Psychology, 34, 62–73.

    Article  PubMed  Google Scholar 

  • DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for attention deficit/hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5–27.

    Google Scholar 

  • DuPaul, G. J., & Stoner, G. (2004). ADHD in the schools: Assessment and intervention strategies. New York: Guilford Press.

    Google Scholar 

  • Endicott, J., Spitzer, R. L., Fleiss, J., & Cohen, J. (1976). The Global Assessment Scale: A procedure for measuring overall severity of psychiatric disturbance. Archives of General Psychiatry, 33, 766–771.

    Article  PubMed  Google Scholar 

  • Evans, S. W., Allen, J., Moore, S., & Strauss, V. (2005). Measuring symptoms and functioning of youth with ADHD in middle schools. Journal of Abnormal Child Psychology, 33, 695–706.

    Article  PubMed  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Gnagy, E. M., Burrows-MacLean, L., Coles, E. K., Chacko, A., et al. (2007). The single and combined effects of multiple intensities of behavior modification and multiple intensities of methylphenidate in a classroom setting. School Psychology Review, 36, 195–216.

    Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: Psychometric properties of the impairment rating scale in samples of children with attention-deficit/hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385.

    Article  PubMed  Google Scholar 

  • Fischer, M. (1990). Parenting stress and the child with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 19, 337–446.

    Article  Google Scholar 

  • Foster, S. L., & Mash, E. J. (1999). Assessing social validity in clinical treatment research: Issues and procedures. Journal of Consulting and Clinical Psychology, 67, 308–319.

    Article  PubMed  Google Scholar 

  • Goldstein, S., & Naglieri, J. A. (2015). Rating scale of impairment. North Tonawanda, NY: Multi-Health Systems.

    Google Scholar 

  • Gresham, F., & Elliott, S. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Hodges, K., Doucette-Gates, A., & Liao, Q. (1999). The relationship between the child and adolescent functional assessment scale (CAFAS) and indicators of functioning. Journal of Child and Family Studies, 8, 109–122.

    Article  Google Scholar 

  • Hodges, K., & Kim, C. (2000). Psychometric study of the child and adolescent functional assessment scale: Prediction of contact with the law and poor school attendance. Journal of Abnormal Child Psychology, 28, 287–297.

    Article  PubMed  Google Scholar 

  • Hodges, K., & Wong, M. M. (1996). Psychometric characteristics of a multidimensional measure to assess impairment: The child and adolescent functional assessment scale. Journal of Child and Family Studies, 5, 445–467.

    Article  Google Scholar 

  • Hops, H., & Walker, H. M. (1988). CLASS: Contingencies for learning and academic and social skills. Seattle, WA: Educational Achievement Systems.

    Google Scholar 

  • Hoza, B., Pelham, W. E., Dobbs, J., Owens, J. S., & Pillow, D. R. (2002). Do boys with attention-deficit/hyperactivity disorder have positive illusory self concepts? Journal of Abnormal Psychology, 111, 268–278.

    Article  PubMed  Google Scholar 

  • Kazdin, A. E. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1, 427–452.

    Article  Google Scholar 

  • Kelley, M. L. (1990). School-home notes: Promoting children’s classroom success. New York: Guilford Press.

    Google Scholar 

  • LaGreca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34, 49–61.

    Article  Google Scholar 

  • 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.

    Article  PubMed  Google Scholar 

  • Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., Burns, A., et al. (1998). Mental health service use among young children receiving pediatric primary care. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1175–1183.

    Article  PubMed  Google Scholar 

  • Mannuzza, S., & Klein, R. G. (1999). Adolescent and adult outcomes in attention-deficit/hyperactivity disorder. In H. C. Quay & A. E. Hogan (Eds.), Handbook of disruptive behavior disorders (pp. 279–294). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • McDermott, B. M., McKelvey, R., Roberts, L., & Davies, L. (2002). Severity of children’s psychopathology and impairment and its relationship to treatment setting. Psychiatric Services, 53, 57–62.

    Article  PubMed  Google Scholar 

  • MTA Cooperative Group. (1999). 14-Month randomized clinical trial of treatment strategies for attention deficit hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086.

    Article  Google Scholar 

  • O’Leary, S. G., & Pelham, W. E. (1978). Behavior therapy and withdrawal of stimulant medication in hyperactive children. Pediatrics, 61, 211–217.

    PubMed  Google Scholar 

  • O’Leary, K. D., Pelham, W. E., Rosenbaum, A., & Price, G. H. (1976). Behavioral treatment of hyperkinetic children. Clinical Pediatrics, 15, 510–515.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. Gadow & E. Bialer (Eds.), Advances in learning and behavioral disabilities (Vol. 1, pp. 365–436). Greenwich, CT: JAI Press

    Google Scholar 

  • Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment for attention-deficit/hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Gnagy, E. M., Burrows-Maclean, L., Williams, A., Fabiano, G. A., Morrissey, S. M., et al. (2001). Once-a- day Concerta™ methylphenidate versus t.i.d. methylpheni- date in laboratory and natural settings. Pediatrics, 107, e105. Retrieved January 5, 2009, from http://www.pediatrics.org/cgi/content/full/107/6/e105.

    Google Scholar 

  • Pelham, W. E., Hoza, B., Pillow, D. R., Gnagy, E. M., Kipp, H. L., Greiner, A. R., et al. (2002). Effects of methylphenidate and expectancy on children with ADHD: Behavior, academic performance, and attributions in a summer treatment program and regular classrooms. Journal of Consulting and Clinical Psychology, 70, 320–335.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Wheeler, T., & Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27, 190–205.

    Article  PubMed  Google Scholar 

  • Scotti, J. L., Morris, T. L., McNeil, C. B., & Hawkins, R. P. (1996). DSM-IV and disorders of childhood and adolescence: Can structural criteria be functional? Journal of Consulting and Clinical Psychology, 64, 1177–1191.

    Article  PubMed  Google Scholar 

  • Setterberg, S., Bird, H., & Gould, M. (1992). Parent and interviewer version of the children’s global assessment scale. New York: Columbia University.

    Google Scholar 

  • Shaffer, D., Gould, M. S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H., et al. (1983). A children’s global assessment scale (CGAS). Archives of General Psychiatry, 40, 1228–1231.

    Article  PubMed  Google Scholar 

  • Sheeber, L. B., & Johnson, J. H. (1992). Applicability of the impact on family scale for assessing families with behaviorally difficult children. Psychological Reports, 71, 155–159.

    Article  PubMed  Google Scholar 

  • Treatment for Adolescents with Depression Study (TADS) Team. (2004). Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents with depression: Treatment for adolescents with depression study (TADS) randomized controlled trial. Journal of the American Medical Association, 292, 807–820.

    Article  Google Scholar 

  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University at Buffalo, State University of New York, 334 Diefendorf Hall, Buffalo, NY, 14214, USA

    Gregory A. Fabiano Ph.D.

  2. Department of Psychology, Florida International University, AHC 1 Room 248B, Miami, FL, 33199, USA

    William E. Pelham Jr. Ph.D.

Authors
  1. Gregory A. Fabiano Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. William E. Pelham Jr. Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gregory A. Fabiano Ph.D. .

Editor information

Editors and Affiliations

  1. Learning and Behavior Center , Salt Lake City, Utah, USA

    Sam Goldstein

  2. Curry School of Education, University of Virginia , Centerville, Virginia, USA

    Jack A. Naglieri

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media New York

About this chapter

Cite this chapter

Fabiano, G.A., Pelham, W.E. (2016). Impairment in Children. In: Goldstein, S., Naglieri, J. (eds) Assessing Impairment. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7996-4_4

Download citation

Publish with us

Policies and ethics

Search

Navigation