Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis

2009 ◽  
Vol 40 (1) ◽  
pp. 159-166 ◽  
Author(s):  
N. Breslau ◽  
J. Breslau ◽  
E. Peterson ◽  
E. Miller ◽  
V. C. Lucia ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Externalizing Problems ◽  
Ordinary Least Squares ◽  
Attention Problems ◽  
Family Factors ◽  
Multivariable Model ◽  
Initial Sample ◽  
Community Based ◽  
Early School ◽  
Teacher Report Form

BackgroundRecent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement.MethodA community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock–Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled.ResultsChange in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.ConclusionsIncreases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.

scholarly journals The Child Behavior Checklist Together with the ADHD Rating Scale Can Diagnose ADHD in Korean Community-Based Samples

2005 ◽  
Vol 50 (12) ◽  
pp. 802-805 ◽  
Author(s):  
Jae-Won Kim ◽  
Ki-Hong Park ◽  
Keun-Ah Cheon ◽  
Boong-Nyun Kim ◽  
Soo-Churl Cho ◽  
...  
Keyword(s):  
Positive Predictive Value ◽  
Child Behavior ◽  
Predictive Value ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Attention Problems ◽  
School Students ◽  
Case Definitions ◽  
Community Based ◽  
Clinical Method

Objective: The purpose of this study was to examine the clinical validities and efficiencies of the Child Behavior Checklist (CBCL) and the ADHD Rating Scale-IV (ARS) in identifying children with attention-deficit hyperactivity disorder (ADHD) in Korean community-based samples. Method: A large sample of elementary school students ( n = 1668) participated in this study. We used the CBCL and the ARS as the screening instruments. Diagnoses were determined by clinical psychiatric interviews and confirmed by DSM-IV–based structured interviews. Results: Of the 46 subjects who underwent clinical psychiatric interviews, 33 were diagnosed as having ADHD. A T score of 60 with regard to the Attention Problems profile of the CBCL resulted in a reasonable level of sensitivity or positive predictive value in the diagnosis of ADHD. In both the parent and teacher reports of the ARS, 90th percentile cut-off points resulted in a high level of predictive value. The highest levels of specificity and positive predictive value were obtained when we combined the CBCL ( T ≥ 60 in Attention Problems) and the ARS (parent–teacher total ≥ 90th percentile) reports. Conclusions: These findings suggest that the combined use of the CBCL and the ARS could serve as a rapid and useful clinical method of predicting or even diagnosing children with ADHD in epidemiologic case definitions.

scholarly journals Adolescent Mental Health, Behavior Problems, and Academic Achievement

2012 ◽  
Vol 53 (4) ◽  
pp. 482-497 ◽  
Author(s):  
Jane D. McLeod ◽  
Ryotaro Uemura ◽  
Shawna Rohrman
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Substance Use ◽  
Behavior Problems ◽  
Mental Health Problems ◽  
Attention Problems ◽  
Social Consequences ◽  
Negative Consequences ◽  
High School Gpa ◽  
Academic Aptitude

Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health ( N = 6,315). We estimated the associations of depression, attention problems, delinquency, and substance use with two indicators of academic achievement (high school GPA and highest degree received) with controls for academic aptitude. Attention problems, delinquency, and substance use were significantly associated with diminished achievement, but depression was not. Combinations of problems involving substance use were especially consequential. Our results demonstrate that the social consequences of mental health problems are not the inevitable result of diminished functional ability but, rather, reflect negative social responses. These results also encourage a broader perspective on mental health by demonstrating that behavior problems heighten the negative consequences of more traditional forms of distress.

scholarly journals Physical Therapy Use by Community-Based Older People

2005 ◽  
Vol 85 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Janet K Freburger ◽  
George M Holmes
Keyword(s):  
Physical Therapy ◽  
Managed Care ◽  
Older People ◽  
Physical Therapist ◽  
Private Insurance ◽  
Ordinary Least Squares ◽  
Care Plan ◽  
Community Based ◽  
Negatively Associated ◽  
Factors Associated

Abstract Background and Purpose. Little information is available on factors associated with physical therapy use. Identifying the characteristics of people who use physical therapy and some of the factors associated with its use is a useful first step in determining whether disparities exist in physical therapy use. The purpose of this study was to identify factors associated with physical therapy use by community-based older people. Subjects. The subjects were community-based people 65 years of age or older who participated in the Medicare Current Beneficiary Survey and had at least one physician encounter (N=38,312 person-years across 20,227 individuals). Methods. Logit and ordinary least squares regression analyses were conducted to identify factors associated with physical therapy use. Results. Several measures of health and function were associated with physical therapy use. Several demographic, insurance, and geographic characteristics also were associated with physical therapy use. Income, education, having supplemental private insurance, participating in a managed care plan, and physical therapist supply were positively associated with physical therapy use. Age was negatively associated with physical therapy use. For people who saw a physical therapist, amount of physical therapy received was positively associated with income, having supplemental private insurance, living in a metropolitan area, physical therapist supply, and being African American. Amount of physical therapy received was negatively associated with being in a managed care plan. Discussion and Conclusions. Variation in physical therapy use, explained by factors other than need, suggests potential underuse or overuse of physical therapy by community-based older people.

scholarly journals Parenting Behavior at 18 Months Predicts Internalizing and Externalizing Problems at 6 Years in Moderately Preterm and Full Term Children

2020 ◽  
Vol 17 (22) ◽  
pp. 8679
Author(s):  
Lisa Oosterom ◽  
Lilly Bogičević ◽  
Marjolein Verhoeven ◽  
Anneloes L. van Baar
Keyword(s):  
Behavior Problems ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Parenting Behavior ◽  
Attention Problems ◽  
Internalizing And Externalizing Problems ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Moderately Preterm ◽  
Internalizing And Externalizing

Moderately preterm born children (MPT) are at increased risk for behavior problems compared to full term born (FT) children. MPT children may receive less optimal parenting, and in response, may develop behavior problems. Our aims were to examine whether parenting behavior and mother–child interaction quality mediate the association between birth status and child behavior problems. Participants were 120 MPT children and 100 FT children. At 18 months of age, mothers reported on their parenting behavior (support and structure), and mother–child interaction (sensitivity and limit-setting) was observed. At 6 years of age, mothers reported on children’s behavior problems. Using structural equation modeling, birth status was found to predict attention problems, but not internalizing and externalizing problems. Mothers of MPT children set less appropriate limits than mothers of FT children at 18 months of age. More maternal structure at 18 months predicted fewer internalizing and externalizing problems, but not attention problems, at 6 years. These associations between parenting behavior, mother–child interaction quality, and child behavior problems were similar for MPT and FT children. Our findings indicate that maternal structure in toddlerhood is an important predictor of later internalizing and externalizing problems for both MPT and FT children.

scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

Predicting Secondary Mental Health Care Use in Adolescence using Self-, Parent- and Teacher-reported Problem Behavior in a Community-based Record-linkage Study

2017 ◽  
Vol 41 (S1) ◽  
pp. S83-S84
Author(s):  
D. Raven ◽  
F. Jörg ◽  
E. Visser ◽  
R.A. Schoevers ◽  
A.J. Oldehinkel
Keyword(s):  
Mental Health ◽  
Problem Behavior ◽  
Secondary Care ◽  
Externalizing Problems ◽  
Help Seeking ◽  
Multiple Informants ◽  
Self Report ◽  
Relative Importance ◽  
Community Based ◽  
Over Time

IntroductionIn adolescence, help-seeking is affected by different actors. The influence of each actor on help-seeking is often studied in isolation, or, if multiple informants are included, using only few assessments of adolescents’ mental health.ObjectivesThe aim of this study is to determine the extent to which self-, parent- and teacher-reported problem behavior predict secondary care in adolescence and to what extent the informants’ relative importance changes over time.MethodsData from the Dutch community-based cohort study tracking adolescents’ individual lives survey (TRAILS) were linked to administrative records of secondary care from 2000 (age 9) to 2011 (age 21). Internalizing and externalizing problems were assessed using the youth self-report, child behavior checklist and teacher checklist of psychopathology at ages 11, 13 and 16, and the adult self-report at age 19.ResultsThe annual incidence of secondary care fluctuated between 1.3% and 2.4%. In Cox regression analyses that adjusted for sociodemographic covariates and problem behavior, internalizing problems but not externalizing problems predicted secondary care. Secondary care between the ages 11 to 13 years was predicted best by teachers, between the ages 13 to 16 by parents, and between the ages 16 to 21 by adolescents.ConclusionsThe relative importance of informants for predicting secondary care shifts over time, which suggests that each informant is the driving force behind secondary care at a different phase of adolescence. The treatment gap may be reduced by improving problem recognition of teachers in secondary education and by educating young adults about mental health problems.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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