Swipe om te navigeren naar een ander artikel
The online version of this article (doi:10.1007/s10802-013-9789-x) contains supplementary material, which is available to authorized users.
Tested whether instructions for how to rate child attention-deficit/hyperactivity disorder (ADHD) symptoms would improve the agreement between mothers’ ratings of symptoms in their children and ratings provided by teachers and objective observers. Sixty-eight mothers of 5 to 12 year old children (53 boys and 15 girls) referred for ADHD assessment were randomly assigned to receive or not receive the instructions. Mothers and teachers rated the children on the SNAP-IV Rating Scale and objective observers rated the children’s behavior during structured tasks. Relations between mother and teacher, and mother and observer ratings were generally stronger for mothers in the Instruction group compared to mothers in the No Instruction group, in some cases significantly stronger. The instructional materials also improved mothers’ knowledge of how to rate ADHD symptoms and reduced some associations between mothers’ ratings and family socioeconomic status. These instructions have the potential to improve clinical assessments of child ADHD symptoms.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Text Revision.
Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford Press.
Burns, G. L., Taylor, T., & Rusby, J. (2001). Child and adolescent disruptive behavior inventory – version 2.3. Unpublished manuscript.
Burns, G. L., de Moura, M. A., Walsh, J. A., Desmul, C., Silpakit, C., & Sommers-Flanagan, J. (2008). Invariance and convergent and discriminant validity between mothers’ and fathers’ ratings of oppositional defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian, Thai, and American children. Psychological Assessment, 20, 121–130. PubMedCrossRef
Burns, G. L., Desmul, C., Walsh, J. A., Silpakit, C., & Ussahawanitchakit, P. (2009). A multitrait (ADHD–IN, ADHD–HI, ODD toward adults, academic and social competence) by multisource (mothers and fathers) evaluation of the invariance and convergent/discriminant validity of the child and adolescent disruptive behavior inventory with Thai adolescents. Psychological Assessment, 21, 635–641. PubMedCrossRef
Bussing, R., Gary, F. A., Mills, T. L., & Wilson Garvan, C. (2007). Cultural variations in parental health beliefs, knowledge, and information sources related to attention-deficit/hyperactivity disorder. Journal of Family Issues, 28, 291–318. CrossRef
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M., et al. (2008). Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: psychometric properties and normative ratings from a school district sample. Assessment, 15, 317–328. PubMedCentralPubMedCrossRef
Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in psychological assessment: a functional approach to concepts and methods. Psychological Assessment, 7, 238–247. CrossRef
Hollingshead, A. (1975). Four factor index of social status. New Haven: Yale University Press.
Langberg, J. M., Epstein, J. N., Simon, J. O., Loren, R. E. A., Arnold, L. E., Hechtman, L., et al. (2010). Parent agreement on ratings of children’s attention deficit/hyperactivity disorder and broadband externalizing behaviors. Journal of Emotional and Behavioral Disorders, 18, 41–50. PubMedCentralPubMedCrossRef
Lavigne, J.V., Dulcan, M.K., Lebailly, S.A., & Binns, H.J. (2012). Can parent reports serve as a proxy for teacher ratings in medication management of attention-deficit/hyperactivity disorder? Journal of Developmental and Behavioral Pediatrics, 33, 336–342.
McConaughy, S. H., & Achenbach, T. M. (2009). Guide for the ASEBA direct observation form. Burlington: University of Vermont, Research Center for Children, Youth, & Families.
McConaughy, S. H., Harder, V. S., Antshel, K. M., Gordon, M., Eiraldi, R., & Dumenci, L. (2010). Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 39, 650–666. PubMedCentralPubMedCrossRef
MTA Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086. CrossRef
Shipp, F., Burns, G. L., & Desmul, C. (2010). Construct validity of ADHD-IN, ADHD-HI, ODD toward adults, academic and social competence dimensions with teacher ratings of Thai adolescents: additional validity for the child and adolescent disruptive behavior inventory. Journal of Psychopathology and Behavioral Assessment, 32, 557–564. CrossRef
Swanson, J. M. (1992). School-based assessments and interventions for ADD students. Irvine: KC Publishing.
Tripp, G., Schaughency, E. A., & Clarke, B. (2006). Parent and teacher rating scales in the evaluation of attention-deficit hyperactivity disorder: contribution to diagnosis and differential diagnosis in clinically referred children. Developmental and Behavioral Pediatrics, 27, 209–218. CrossRef
- The Effects of Instructions on Mothers’ Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms in Referred Children
Margaret D. Weiss
Natalie V. Miller
- Springer US