Gender Differences in the Effects of Oppositional Behavior on Teacher Ratings of ADHD Symptoms

Abstract The current study evaluates the psychometric properties of the Behavior Rating Inventory of Executive Function (BRIEF) with children with Down syndrome. Caregivers of 84 children with Down syndrome rated their child's behavior with the BRIEF. Teacher ratings were obtained for 57 children. About 40% of children with Down syndrome were reported by parents, and 70% by teachers, to exhibit clinically significant challenges with executive functioning. Distribution of scores was normal, internal consistency for subscales was questionable to primarily excellent, and inter-rater reliability was poor to good. Normative data conversions controlled for age, IQ, and gender differences, with some exceptions. The study findings suggest that the BRIEF and its subscales generally performed in a psychometrically sound manner among children with Down syndrome.

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The Effects of Oppositional Behavior on Teacher Ratings of ADHD

PsycEXTRA Dataset ◽

10.1037/e413812005-172 ◽

2002 ◽

Author(s):

David A. Jackson ◽

Alan R. King

Keyword(s):

Teacher Ratings ◽

Oppositional Behavior

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Efficacy of Omega-3/Omega-6 Fatty Acids in Preschool Children at Risk of ADHD: A Randomized Placebo-Controlled Trial

Journal of Attention Disorders ◽

10.1177/1087054719883023 ◽

2019 ◽

pp. 108705471988302

Author(s):

Manfred Döpfner ◽

Christina Dose ◽

Dieter Breuer ◽

Stefan Heintz ◽

Stefanie Schiffhauer ◽

...

Keyword(s):

Fatty Acids ◽

Preschool Children ◽

Teacher Ratings ◽

Parent Ratings ◽

Adhd Symptoms ◽

Omega 3 ◽

Children At Risk ◽

Intention To Treat ◽

Omega 6 ◽

3 Omega

Objective: To evaluate the efficacy of an Omega-3/Omega-6 fatty acid supplement in preschool children at risk for ADHD. Method: Forty preschool children with elevated levels of ADHD symptoms were randomly assigned to either a verum or a placebo group. Children in the verum group received a 4-month treatment with Omega-3/Omega-6 fatty acids. Outcome measures comprised parent- and teacher-rated ADHD symptoms, which were the primary outcome variables, internalizing and externalizing problems, and intellectual abilities. Results: Intention-to-treat analyses of covariance, controlling for age and baseline data, revealed effects on parent- and teacher-rated ADHD symptoms (primary outcomes; parent ratings: F = 4.51, df = 1, p = .04, d = 0.63; teacher ratings: F = 4.67, df = 1, p = .04, d = 0.70), parent-rated internalizing symptoms ( F = 8.47, df = 1, p < .01, d = 0.63), and parent- and teacher-rated externalizing symptoms (parent ratings: F = 4.58, df = 1, p = .04, d = 0.54; teacher ratings: F = 5.99, df = 1, p = .02, d = 0.79). Analyses involving only cases with available data yielded significant moderate effects on teacher-rated inattention symptoms ( F = 4.60, df = 1, p = .04, d = 0.79) and parent-rated internalizing problems ( F = 6.04, df = 1, p = .02, d = 0.57). Conclusion: The intention-to-treat analyses provide some evidence for positive effects of Omega-3/Omega-6 fatty acids. However, the results require replication in larger samples to allow for firm conclusions for practice.

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Different heritabilities but shared etiological influences for parent, teacher and self-ratings of ADHD symptoms: an adolescent twin study

Psychological Medicine ◽

10.1017/s0033291712002978 ◽

2013 ◽

Vol 43 (9) ◽

pp. 1973-1984 ◽

Cited By ~ 34

Author(s):

A. Merwood ◽

C. U. Greven ◽

T. S. Price ◽

F. Rijsdijk ◽

J. Kuntsi ◽

...

Keyword(s):

Structural Equation ◽

Environmental Influences ◽

Population Based ◽

Teacher Ratings ◽

Genetic Influences ◽

Equation Modeling ◽

Phenotypic Variance ◽

Adhd Symptoms ◽

Hyperactivity Disorder ◽

Post Hoc

BackgroundParent and teacher ratings of attention deficit hyperactivity disorder (ADHD) symptoms yield high estimates of heritability whereas self-ratings typically yield lower estimates. To understand why, the present study examined the etiological overlap between parent, teacher and self-ratings of ADHD symptoms in a population-based sample of 11–12-year-old twins.MethodParticipants were from the Twins Early Development Study (TEDS). ADHD symptoms were assessed using the Strengths and Difficulties Questionnaire (SDQ) hyperactivity scale completed by parents, teachers and children. Structural equation modeling was used to examine genetic and environmental contributions to phenotypic variance/covariance.ResultsThe broad-sense heritability of ADHD symptoms was 82% for parent ratings, 60% for teacher ratings and 48% for self-ratings. Post-hoc analyses revealed significantly higher heritability for same-teacher than different-teacher ratings of ADHD (76% v. 49%). A common pathway model best explained the relationship between different informant ratings, with common genetic influences accounting for 84% of the covariance between parent, teacher and self-rated ADHD symptoms. The remaining variance was explained by rater-specific genetic and non-shared environmental influences.ConclusionsDespite different heritabilities, there were shared genetic influences for parent, teacher and self-ratings of ADHD symptoms, indicating that different informants rated some of the same aspects of behavior. The low heritability estimated for self-ratings and different-teacher ratings may reflect increased measurement error when different informants rate each twin from a pair, and/or greater non-shared environmental influences. Future studies into the genetic influences on ADHD should incorporate informant data in addition to self-ratings to capture a pervasive, heritable component of ADHD symptomatology.

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Teacher’s Assessment of Gender Differences in School Performance, Social Skills, and Externalizing Behavior From Fourth Through Seventh Grade

Journal of Education ◽

10.1177/00220574211025071 ◽

2021 ◽

pp. 002205742110250

Author(s):

Terje Ogden ◽

Asgeir Olseth ◽

Mari-Anne Sørlie ◽

Silje Hukkelberg

Keyword(s):

Gender Differences ◽

Academic Performance ◽

Social Skills ◽

Externalizing Behavior ◽

Primary Schools ◽

Structural Equation ◽

Teacher Ratings ◽

Equation Modeling ◽

Seventh Grade ◽

Teacher Assessments

Gender differences in teacher ratings of academic performance, social skills, and externalizing behavior were examined from fourth through seventh grade in a group of 1,023 students from 65 primary schools. Cohen’s d and t tests and were used to report the magnitude of gender differences, and structural equation modeling was used to evaluate cross-domain influences in latent cascade models. Girls received significantly more positive teacher ratings than boys, but the differences leveled more out in the social and behavioral domain than in the academic. Teacher assessments of academic performance predicted future social skills to a larger extent than vice versa for both genders.

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Methylphenidate Dosing: Twice Daily Versus Three Times Daily

PEDIATRICS ◽

10.1542/peds.98.4.748 ◽

1996 ◽

Vol 98 (4) ◽

pp. 748-756

Author(s):

Mark A. Stein ◽

Thomas A. Blondis ◽

Eugene R. Schnitzler ◽

Tara O'Brien ◽

Julie Fishkin ◽

...

Keyword(s):

Side Effects ◽

Time Course ◽

Rating Scale ◽

Teacher Ratings ◽

Self Report ◽

Adhd Symptoms ◽

Parent Rating ◽

Dosing Schedule ◽

Appetite Suppression ◽

Parent And Teacher Ratings

Objective. To evaluate the short-term efficacy and side effects associated with two methylphenidate hydrochloride (MPH) dosing patterns. Methods. Twenty-five boys with attention deficit hyperactivity disorder (ADHD) participated in a 5-week, triple-blind, placebo-controlled, crossover evaluation of MPH administered twice (b.i.d.) versus thrice (t.i.d.) per day (mean dose 8.8 ± 5 mg, .30 ± .1 mg/kg/dose). Four dosing conditions (placebo, titration [gradual increase to target dose], b.i.d., and t.i.d.) were used. Dependent measures obtained on a weekly basis included: parent and teacher ratings of child behavior, parent-child conflicts, parent report of stimulant side effects, child self-report of mood symptoms, a sleep log, laboratory measures of attention, and actigraphic recording of sleep activity. Results. All dosing conditions resulted in significant effects on ADHD symptoms when compared with baseline. Relative to placebo, t.i.d. dosing was characterized by improvement on the greatest number of behavioral measures, and both b.i.d. and t.i.d. were generally more effective than titration. Direct comparisons of b.i.d. and t.i.d. dosing revealed that t.i.d. was associated with greater improvement on the Conners Parent Rating Scale Impulsivity/Hyperactivity factor, with a similar marginally significant effect for the ADD-H Teacher Rating Scale Hyperactivity factor. The analysis of clinically significant change favored a three-times-a-day dosing schedule over placebo on both parent and teacher ratings of impulsivity/hyperactivity and attention. Compared with placebo, appetite suppression was rated, on average, as more severe in the t.i.d. and titration conditions, but not in the b.i.d condition. However, the number of subjects who exhibited any or severe appetite suppression did not differ significantly between the b.i.d. and t.i.d. schedules. Although there was no difference in sleep duration for children on b.i.d. and t.i.d. schedules, total sleep time appeared to decrease slightly on t.i.d. relative to placebo according to both parent ratings and actigraphic assessment. There were no significant differences between b.i.d. and t.i.d. on any other side effects or sleep variables. Conclusions. For many children with ADHD, t.i.d. dosing may be optimal. There are few differences in acute side effects between b.i.d and t.i.d. MPH dosing. The dosing schedule should be selected according to the severity and time course of ADHD symptoms rather than in anticipation of dosing schedule-related side effects.

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