ROC Analyses of Relevant Conners 3–Short Forms, CBCL, and TRF Scales for Screening ADHD and ODD

Assessment ◽  
2019 ◽  
Vol 28 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Rapson Gomez ◽  
Alasdair Vance ◽  
Shaun Watson ◽  
Vasileios Stavropoulos
Keyword(s):  
Diagnostic Accuracy ◽  
Aggressive Behavior ◽  
Child Behavior Checklist ◽  
Short Form ◽  
Characteristic Curve ◽  
Empirical Support ◽  
Attention Problems ◽  
Oppositional Defiant ◽  
Teacher’S Report Form ◽  
Inattention And Hyperactivity

Receiver operating characteristic curve analysis was used to examine and compare the diagnostic accuracy of the Conners 3–Parent Short Form (C 3-P(S)), and the Conners 3–Teacher Short Form (C 3-T(S)) inattention and hyperactivity/impulsivity scales, and the Child Behavior Checklist (CBCL) and Teacher’s Report Form (TRF) attention problems scales, to distinguish those with and without attention deficit/hyperactivity disorder (ADHD). It also examined and compared the diagnostic accuracy of the C 3-P(S) and C 3-T(S) Aggression (AG) scales, and the CBCL and TRF Aggressive Behavior (AB) scales, to distinguish those with and without oppositional defiant disorder (ODD). The study used archival data ( N = 150-261) involving a large group of clinic-referred children aged between 6 and 11 years who had been interviewed for clinical diagnosis of ADHD and ODD using the Anxiety Disorders Interview Schedule for Children (ADISC-IV) as the reference standard, and then administered one or more of the screening measures. The findings provided empirical support for the use of the C 3-P(S) and CBCL for identifying ADHD and ODD, with the CBCL aggressive behavior scale having better ability to detect ODD. The implications of the findings for using the screening scales for diagnoses of ADHD and ODD are discussed.

scholarly journals Cognitive and behavioral profile of Williams Syndrome toddlers

CoDAS ◽  
2018 ◽  
Vol 30 (4) ◽  
Author(s):  
Ana Claúdia Braga ◽  
Luiz Renato Rodrigues Carreiro ◽  
Tally Lichtensztejn Tafla ◽  
Nadia Maria Giaretta Ranalli ◽  
Maria Fernanda Costa e Silva ◽  
...  
Keyword(s):  
Williams Syndrome ◽  
Child Behavior Checklist ◽  
Adaptive Functioning ◽  
Receptive Language ◽  
Attention Problems ◽  
Fine Motor ◽  
Cognitive Difficulties ◽  
Mental Maturity ◽  
Inattention And Hyperactivity ◽  
And Behavior

ABSTRACT Purpose To verify indicators of cognitive development, receptive language skills and adaptive behavioral patterns in toddlers with Williams syndrome (WS). Methods The sample comprised 8 children of both sex, aged between 48 and 72 months with WS. Instruments of data collection were Denver Developmental Screening Test II; Peabody Picture Vocabulary Test; Vineland Adaptive Behavior Scale; Child Behavior Checklist for Ages 1½-5and 6 to 18; Columbia Mental Maturity Scale (CMMS), and Behavior Problems Inventory-01. Results The major developmental impairments were associated with fine motor skills and personal care abilities. Deficits in receptive language and communication skills were reported according to the PPVT and Denver II, respectively. The caregivers reported behavioral and emotional problems associated to anxiety and depression, and attention problems scales of CBCL. Conclusion The toddlers demonstrated deficits in adaptive functioning and behavioral, motor and cognitive difficulties such as inattention and hyperactivity, stereotypies and aggressive behavior.

Do attention deficit hyperactive disorders cause reading problems?

1994 ◽  
Vol 4 ◽  
pp. 101-106
Author(s):  
Jeff Wragg
Keyword(s):  
Learning Disability ◽  
Attention Deficit ◽  
Normal Incidence ◽  
Attention Problems ◽  
Learning Disorder ◽  
Academic Problems ◽  
Oppositional Defiant ◽  
Inattention And Hyperactivity ◽  
Child Disorders ◽  
Poor Concentration

Children diagnosed as attention deficit hyperactive disordered (ADHD) do not comprise a unitary homogeneous group. Despite considerable research attempting to establish the validity of ADHD as a diagnostic entity, a number of researchers question whether the distinction between ADHD and other child disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD) can be clearly established (Prior & Sanson, 1986; Werry, Reeves & Elkind, 1987). Short attention span, poor concentration and poor memory may also occur in both ADHD and reading-disabled (RD) children. Academic underachievement is also reported in a substantial proportion of ADHD children (Carlson, Lahey & Neeper, 1986). August and Garfinkel (1990), for example, found that 39% of children diagnosed ADHD were also found to have a co-existing reading disorder. A study by McGee and Shore (1988) estimated that 80% of children with ADHD had a co-occurring learning disability in reading, writing and spelling. This conclusion is also supported by other studies which have found a higher than normal incidence of academic problems existing with significant attention problems (Barkley, 1990; Barkley, Fisher, Edelbrock & Smallish, 1990).As the two disorders occur so frequently together it has consequently become very difficult to disentangle the degree to which ADHD and learning disorder contribute to each other or are in fact separate entities. The issue regarding comorbidity or causality remains perplexing - is the learning disability a secondary cause arising from inattention and hyperactivity, or is the child inattentive and hyperactive because they are frustrated at their inability to succeed academically (August & Garfinkel, 1990)?

scholarly journals Association between humidifier disinfectant exposure during infancy and subsequent neuropsychiatric outcomes during childhood: a nation-wide cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ju Hee Kim ◽  
Sihyeong Park ◽  
Eun Kyo Ha ◽  
Dong Keon Yon ◽  
Seung Won Lee ◽  
...  
Keyword(s):  
Child Behavior Checklist ◽  
Panel Study ◽  
Cross Sectional Study ◽  
Attention Problems ◽  
Cross Sectional ◽  
Korean Children ◽  
Infant Exposure ◽  
Oppositional Defiant ◽  
Behavioral Abnormalities ◽  
Potential Association

Abstract Background The purpose was to determine the association between infant exposure to humidifier disinfectant (HD) with neuropsychiatric problems in pre-school children. Methods A total of 2,150 children (age 4–11 months) were enrolled in the Panel Study of Korean Children (PSKC) study. The Korean version of the Child Behavior Checklist (CBCL) was used for assessments of neuropsychiatric problems. 1,113 children who participated in all the first to third PSKC studies and answered a question about HD exposure were finally enrolled. Results There were 717 (64.5%) children in non-HD group who were not exposed to HD and 396 (35.5%) in HD group with former exposure to HD. Exposure to HD was associated with total neuropsychiatric problems (adjusted odds ratio, aOR = 1.54, 95% CI = 1.15–2.06), being emotionally reactive (aOR = 1.55, 95% CI = 1.00–2.39), having attention problems (aOR = 1.96, 95% CI = 1.10–3.47), having oppositional defiant problems (aOR = 1.70, 95% CI = 1.07–2.71), and having attention deficit/hyperactivity problems (aOR = 11.57, 95% CI = 1.03–2.38). The risks for neuropsychiatric problems were clearly increased in boy, firstborn, and secondary smoker. Conclusions Exposure to HD during early childhood had a potential association with subsequent behavioral abnormalities.

Behavioral and Emotional Problems Among Italian Children and Adolescents Aged 4 to 18 Years as Reported by Parents and Teachers

2004 ◽  
Vol 20 (2) ◽  
pp. 124-133 ◽  
Author(s):  
Alessandra Frigerio ◽  
Carmen Cattaneo ◽  
MariaGiulia Cataldo ◽  
Alessia Schiatti ◽  
Massimo Molteni ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Internal Consistency ◽  
Low Socioeconomic Status ◽  
Child Behavior Checklist ◽  
Attention Problems ◽  
Northern Italy ◽  
Low Socioeconomic ◽  
Teacher’S Report Form ◽  
Older Subjects ◽  
Italian Children

The aims of this study were the Italian standardization of the Child Behavior Checklist (CBCL/4-18) and the Teacher's Report Form (TRF), the analysis of the internal consistency of the two instruments, and the evaluation of the agreement between parents' and teachers' ratings. A group of 1423 parents and 1464 teachers of children and adolescents aged 4 to 18 years, from three different provinces of Northern Italy, were randomly recruited. Boys scored higher than girls on the Externalizing scales on both CBCL and TRF, while there were no significant differences between the two sexes on the Internalizing scales. In general, internalizing problems increased with age, whereas externalizing behaviors decreased, mainly through a reduction of aggressive problems in older subjects. For most scales, low socioeconomic status was associated with high problem scores. Most scales of the CBCL and the TRF showed a satisfactory internal consistency, with higher α coefficients for overt behaviors. A low - to - moderate parents' and teachers' agreement was found, with the higher correlation found for the Attention Problems scale. Overall, the figures of this first standardization are in line with the results of most studies carried out in Western and Eastern countries, evidencing a good applicability of Achenbach's instruments in Italy.

Receiver Operating Characteristic Curve Analysis of Screening Tools for Bipolar Disorder Comorbid With ADHD in Schoolchildren

2015 ◽  
Vol 24 (10) ◽  
pp. 1403-1412 ◽  
Author(s):  
Mara L. Cordeiro ◽  
Antonio C. Farias ◽  
Peter C. Whybrow ◽  
Erico P. G. Felden ◽  
Alexandre Cunha ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Aggressive Behavior ◽  
Receiver Operating Characteristic ◽  
Child Behavior Checklist ◽  
Operating Characteristic ◽  
Rating Scale ◽  
Attention Problems ◽  
Screening Tools ◽  
Significant Difference ◽  
Receiver Operating

Objective: We compared Child Behavior Checklist (CBCL)-AAA (Attention Problems, Aggressive Behavior, and Anxious/Depressed) and Parent–Young Mania Rating Scale (P-YMRS) profiles in Brazilian children with ADHD, pediatric-onset bipolar disorder (PBD), and PBD + ADHD. Method: Following analyses of variance or Kruskal–Wallis tests with multiple-comparison Least Significant Difference (LSD) or Dunn’s Tests, thresholds were determined by Mann–Whitney U Tests and receiver operating characteristic (ROC) plots. Results: Relative to ADHD, PBD and PBD + ADHD groups scored higher on the Anxious/Depressed, Thought Problems, Rule-Breaking, and Aggressive Behavior subscales and Conduct/Delinquency Diagnostic Scale of the CBCL; all three had similar attention problems. The PBD and PBD + ADHD groups scored higher than the ADHD and healthy control (HC) groups on all CBCL problem scales. The AAA-profile ROC had good diagnostic prediction of PBD + ADHD. PBD and PBD-ADHD were associated with (similarly) elevated P-YMRS scores. Conclusion: The CBCL-PBD and P-YMRS can be used to screen for manic behavior and assist in differential diagnosis.

Validity of the Amsterdam Child Behavior Checklist: A Short Rating Scale for Children

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1139-1144 ◽  
Author(s):  
Peter F. de Jong
Keyword(s):  
Aggressive Behavior ◽  
Child Behavior ◽  
Primary Education ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Emotional Problems ◽  
Attention Problems ◽  
Teacher Report ◽  
Data Support ◽  
Teacher Report Form

The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the Child Behavior Checklist. Teachers from 94 schools rated 454 children on both lists. Analysis showed that the associations between the scores of the scales of the Amsterdam Child Behavior Checklist and of similar scales of the Teacher Report Form ranged from moderate to strong. These data support the validity of the scales of the Amsterdam Child Behavior Checklist.

Nine-Year Outcome of the Vermont Intervention Program for Low Birth Weight Infants

PEDIATRICS ◽  
1993 ◽  
Vol 91 (1) ◽  
pp. 45-55
Author(s):  
Thomas M. Achenbach ◽  
Catherine T. Howell ◽  
Melanie F. Aoki ◽  
Virginia A. Rauh
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
Child Behavior Checklist ◽  
Intervention Program ◽  
Attention Problems ◽  
Favorable Effect ◽  
Normal Birth Weight ◽  
Low Birth Weight Infants ◽  
Normal Birth ◽  
Teacher’S Report Form

Twenty-four low birth weight children who had received an experimental intervention (LBWE) during the neonatal period, 31 control children who had received no treatment (LBWC), and 36 normal birth weight children were compared. The intervention involved seven hospital sessions and four home sessions in which a nurse helped mothers adapt to their LBW babies. At age 9, LBWE children scored significantly higher than LBWC children on the Kaufman Mental Processing Composite, Sequential, Simultaneous, Achievement, Arithmetic, and Riddles scales, after statistical adjustments for socioeconomic status. The LBWE children had also advanced more rapidly in school than had LBWC children. Parent (Child Behavior Checklist) and teacher (Teacher's Report Form) ratings of school functioning were more favorable for LBWE than LBWC children, with especially strong effects on Teacher's Report Form scores for academic performance and the attention problems syndrome. At age 9, LBWE children were not significantly inferior to normal birth weight children on any measure. These results bear out a progressive divergence between the LBWE and LBWC children that first became statistically significant in cognitive scores at age 3. The findings suggest that the intervention prevented cognitive lags among LBW children and that this eventually had a favorable effect on academic achievement, behavior, and advancement in school. The progression from no significant differences between LBWE and LBWC children on early cognitive and achievement scores to significant and pervasive differences in later functioning argues for long-term follow-up periods to evaluate properly the power of behavioral interventions to compensate for biological risks.

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

2021 ◽  
pp. 60-81
Keyword(s):  
Problem Behaviors ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Attention Problems ◽  
School Students ◽  
Interpersonal Difficulties ◽  
Problematic Behaviors ◽  
Korean Child ◽  
Teacher’S Report Form ◽  
Rule Breaking

In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in mono cultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors.Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers.In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.

scholarly journals Evaluation of the Mini Nutritional Assessment short-form among the elderly population from Ethiopia

2021 ◽  
Author(s):  
Megersso Urgessa
Keyword(s):  
Diagnostic Accuracy ◽  
Nutritional Assessment ◽  
Short Form ◽  
Characteristic Curve ◽  
Strong Association ◽  
Mini Nutritional Assessment ◽  
Screening Tools ◽  
Roc Curve Analysis ◽  
Predictive Values ◽  
Long Form

Abstract Background Different tools have been used to perform a nutritional screening and assessment, and MNA is one of the widely used and recommended tools in the geriatrics population. MNA has two forms, long and short. However, MNA short-forms have not been evaluated in Ethiopia. Therefore, this study was aimed to evaluate MNA short form against MNA long-form tool among Ethiopian elders.Methods One hundred and seventy-six randomly selected elders entered into the community-based cross-sectional validation study. Amputated, bedridden, those with visible deformity were excluded. Original MNA questionnaires were translated to Afan Oromo and Amharic languages. All translated and pretested MNA questionnaires were administered to each participant. The anthropometrics were measured. Reliability, validity, sensitivity, specificity, positive and negative predictive values were calculated. Receiver-operating characteristic curve (ROC-curve) analysis was plotted for MNA, to identify the area under the curve (AUC) and optimal cut-off value for prediction of malnutrition.Result Strong association between MNA-long form score and MNA-short form score indicated by spearman’s rank correlation coefficients of BMI-MNA-SF 0.771,p < 0.05 and CC-MNA-SF 0.759, P < 0.05. Similar the agreement between the long and short form of MNA was found to be a weighted kappa 0.396(0.318, 0.474) for BMI-MNA-SF and 0.546(0.422, 0.669) for CC-MNA-SF at 95% CI. These values indicate moderate agreement with the MNA-long form. There is very good agreement between the BMI-MNA-SF and CC-MNA-SF 0.400(0.322, 0.478). Also, high power to identify two categories using MNA long-form as golden standard with AUC for BMI –MNA-SF 0.908 (0.865–0.951) and 0.880 (0.831–0.929) for CC-MNA-SF at 95% CI. Diagnostic accuracy of both versions of MNA-SF showed that 34.2% sensitivity, 100.0% specificity, 100.0% PPV, and 41.5% NPV for BMI-MNA-SF. Similar sensitivity 75.8%, specificity 83.9%, PPV 91.0%, and 61.8% NPV for CC-MNA-SF. Total Diagnostic accuracy for BMI-MNA-SF 55.12%, and 78.41% for CC-MNA-SFConclusion Both versions of MNA-SF were found to be valid screening tools in the Ethiopian elders against Long-form MNA.

scholarly journals The effects of the exposure to neurotoxic elements on Italian schoolchildren behavior

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Stefano Renzetti ◽  
Giuseppa Cagna ◽  
Stefano Calza ◽  
Michele Conversano ◽  
Chiara Fedrighi ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Blood Lead ◽  
Attention Problems ◽  
Hazardous Substances ◽  
Social Responsiveness ◽  
Cross Sectional ◽  
Priority List ◽  
Urinary Arsenic

AbstractNeurodevelopmental disorders are constantly increasing on a global scale. Some elements like heavy metals are known to be neurotoxic. In this cross-sectional study we assessed the neurobehavioral effect of the exposure to trace elements including lead, mercury, cadmium, manganese, arsenic and selenium and their interactions among 299 schoolchildren residing in the heavily polluted Taranto area in Italy. Whole blood, urine and hair were collected for metal analyses, while the Child Behavior Checklist and the Social Responsiveness Scale, administered to the main teacher and the mothers were considered to identify behavioral problems in children. Blood lead mainly influenced social problems, aggressive behavior, externalizing and total problems. Urinary arsenic showed an impact on anxiety and depression, somatic problems, attention problems and rule breaking behavior. A significant interaction between lead and arsenic was observed, with a synergistic effect of the two metals increasing the risk of attention problems, aggressive behavior, externalizing problems and total problems. Overall, we were able to test that higher blood lead, urinary arsenic concentrations and their interaction increase the risk of neurobehavioral problems. This is in line with the U.S. Environmental Protection Agency’s priority list of hazardous substances where arsenic and lead are ranked as first and second respectively.

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