Development and Validation of a Measure of Attachment Disorders Based on DSM-5 Criteria: The Early TRAuma-Related Disorders Questionnaire (ETRADQ)

Background: A review of the scientific literature showed few valid tools for assessing reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED), two diagnostic entities traditionally grouped under “attachment disorders.” The Early TRAuma-related Disorders Questionnaire (ETRADQ), a caregiver report, was developed to assess attachment disorders in school-age children based on the Diagnostic and Statistical Manual of Mental Disorders–Fifth edition criteria. This study sought to validate this instrument. Method: Caregivers of school-age children from the community ( n = 578) and caregivers of at-risk children adopted or in out-of-home care ( n = 245) completed a sociodemographic questionnaire, the ETRADQ, the Relationship Problem Questionnaire, the RADA ( RAD and DSED Assessment) interview, and the Barkley Functional Impairment Scale for Children and Adolescents. Results: Confirmatory factor analysis of the ETRADQ items supported the expected organization of the measure, that is, two second-order factors and five subfactors: (1) RAD scale (three subscales: Low selective attachment, Low social and emotional responsiveness, Emotional unpredictability) and (2) DSED scale (two subscales: Interactions with unfamiliar adults, Social disinhibition). All scales showed excellent internal consistency, test–retest reliability, convergent validity, and known-group validity. Conclusions: Results support the reliability and validity of the ETRADQ.

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An exploratory study of the association between reactive attachment disorder and attachment narratives in early school-age children

Journal of Child Psychology and Psychiatry ◽

10.1111/j.1469-7610.2009.02075.x ◽

2009 ◽

Vol 50 (8) ◽

pp. 931-942 ◽

Cited By ~ 76

Author(s):

Helen Minnis ◽

Jonathan Green ◽

Thomas G. O’Connor ◽

Ashley Liew ◽

D. Glaser ◽

...

Keyword(s):

Exploratory Study ◽

Reactive Attachment Disorder ◽

School Age Children ◽

School Age ◽

Attachment Disorder ◽

Early School ◽

Reactive Attachment ◽

Early School Age

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Measuring Clinician–Client Relationships in Speech-Language Treatment for School-Age Children

American Journal of Speech-Language Pathology ◽

10.1044/2016_ajslp-16-0018 ◽

2017 ◽

Vol 26 (1) ◽

pp. 146-152 ◽

Cited By ~ 2

Author(s):

Kerry Danahy Ebert

Keyword(s):

Convergent Validity ◽

Treatment Success ◽

Reliability And Validity ◽

School Age Children ◽

School Age ◽

Speech Language Pathology ◽

Treatment Progress ◽

Client Relationships ◽

Client Relationship ◽

Language Pathology

Purpose Clinician–client relationships may influence treatment success in speech-language pathology, but there are no established tools for measuring these relationships. This study describes the development and application of a set of scales for assessing clinician–client relationships in children's speech-language treatment. Method Twenty-two triads of participants completed a longitudinal study. Each triad had 1 school-age child enrolled in speech-language treatment, 1 caregiver, and 1 speech-language pathologist (SLP). The clinician–client relationship scales were administered to all 3 types of participants at study onset and again 2 weeks later. Treatment progress measures were collected 4 months later. Analyses established the reliability and validity of the clinician–client relationship scales. Results Adequate internal consistency reliability and test–retest reliability were established for all 3 versions of the scale (child, caregiver, and SLP). Convergent validity was moderate between SLPs and children but lower when caregivers were included. Predictive validity analyses established significant relationships between caregiver and SLP ratings of the clinician–client relationship and future treatment progress. Conclusions This exploratory study established the viability of the clinician–client relationship scales for further development and application. The importance of establishing and utilizing measures of the clinician–client relationship in speech-language pathology is discussed.

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Signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years: Effects of institutional care history and high-quality foster care

Development and Psychopathology ◽

10.1017/s0954579417000256 ◽

2017 ◽

Vol 29 (2) ◽

pp. 675-684 ◽

Cited By ~ 27

Author(s):

Kathryn L. Humphreys ◽

Charles A. Nelson ◽

Nathan A. Fox ◽

Charles H. Zeanah

Keyword(s):

Foster Care ◽

Social Engagement ◽

Early Life ◽

Institutional Care ◽

Reactive Attachment Disorder ◽

High Quality ◽

Attachment Disorders ◽

Attachment Disorder ◽

Disinhibited Social Engagement Disorder ◽

Reactive Attachment

AbstractTwo disorders of attachment have been consistently identified in some young children following severe deprivation in early life: reactive attachment disorder and disinhibited social engagement disorder. However, less is known about whether signs of these disorders persist into adolescence. We examined signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years in 111 children who were abandoned at or shortly after birth and subsequently randomized to care as usual or to high-quality foster care, as well as in 50 comparison children who were never institutionalized. Consistent with expectations, those who experienced institutional care in early life had more signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years than children never institutionalized. In addition, using a conservative intent-to-treat approach, those children randomized to foster care had significantly fewer signs of reactive attachment disorder and disinhibited social engagement disorder than those randomized to care as usual. Analyses within the ever institutionalized group revealed no effects of the age of placement into foster care, but number of caregiving disruptions experienced and the percentage of the child's life spent in institutional care were significant predictors of signs of attachment disorders assessed in early adolescence. These findings indicate that adverse caregiving environments in early life have enduring effects on signs of attachment disorders, and provide further evidence that high-quality caregiving interventions are associated with reductions in both reactive attachment disorder and disinhibited social engagement disorder.

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Overview of Trauma- and Stressor-Related Disorders

10.2310/psych.13024 ◽

2017 ◽

Author(s):

Donald W. Black

Keyword(s):

Posttraumatic Stress Disorder ◽

Posttraumatic Stress ◽

Social Engagement ◽

Stress Disorder ◽

Acute Stress ◽

Reactive Attachment Disorder ◽

Adjustment Disorders ◽

Attachment Disorder ◽

Disinhibited Social Engagement Disorder ◽

Reactive Attachment

The chapter “Trauma- and Stressor-Related Disorders” is new to DSM-5 and includes two disorders that begin in childhood (reactive attachment disorder, disinhibited social engagement disorder), posttraumatic stress disorder (PTSD), acute stress disorder, and adjustment disorders. In each condition, the individual has been exposed to a traumatic or stressful event or, in the case of the childhood conditions, early social neglect. The disorders are briefly reviewed, and interested readers are referred to reviews on PTSD and adjustment disorders. This review contains 5 tables, and 28 references. Key words: acute stress disorder, adjustment disorder, disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), reactive attachment disorder, stressors, trauma

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Screening symptoms of reactive attachment disorder: evidence for measurement invariance and convergent validity

International Journal of Methods in Psychiatric Research ◽

10.1002/mpr.1395 ◽

2013 ◽

Vol 22 (3) ◽

pp. 256-265 ◽

Cited By ~ 20

Author(s):

Eleonora Vervoort ◽

J. Clasien De Schipper ◽

Guy Bosmans ◽

Karine Verschueren

Keyword(s):

Measurement Invariance ◽

Convergent Validity ◽

Reactive Attachment Disorder ◽

Attachment Disorder ◽

Reactive Attachment

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Measurement properties of the Physical Literacy Assessment for Youth (PLAY) Tools

Applied Physiology Nutrition and Metabolism ◽

10.1139/apnm-2020-0648 ◽

2020 ◽

Author(s):

Hilary Ann Toccacelli Caldwell ◽

Natascja A Di Cristofaro ◽

John Cairney ◽

Steven R Bray ◽

Brian W. Timmons

Keyword(s):

Internal Consistency ◽

Convergent Validity ◽

Measurement Properties ◽

School Age Children ◽

School Age ◽

Literacy Assessment ◽

Physical Literacy ◽

Rater Reliability ◽

Method Of Evaluation ◽

Acceptable Internal Consistency

The Physical Literacy Assessment for Youth (PLAY) Tools are a suite of tools to assess an individual’s physical literacy. The purpose of this study is to examine the psychometric properties of the PLAY Tools, including inter-rater reliability, internal consistency, validity and the associations between the tools. In this study, 218 children and youth (8.4- to- 13.7-years old) and a parent/ guardian completed the appropriate physical literacy assessments (i.e., PLAYbasic, PLAYfun, PLAYparent and PLAYself) and the Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). Inter-rater reliability for PLAYfun was excellent (ICC=0.94). The PLAYbasic, PLAYfun total, running and object control scores, and PLAYparent motor competence domain were higher in males than females, and PLAYfun locomotor skills were lower in males than females (p<0.05). Age was positively correlated with PLAYbasic and PLAYfun (r=0.14-0.32, p<0.05). BOT-2 was positively correlated with PLAYfun and PLAYbasic (r=0.19-0.59, p<0.05). PLAYbasic is a significant predictor of PLAYfun (R<sup>2</sup>=0.742, p<0.001). PLAYfun, PLAYparent and PLAYself were moderately correlated with one another. PLAYfun, PLAYparent and PLAYself demonstrated acceptable internal consistency (α=0.74-0.87, ω=0.73-0.87). The PLAY Tools demonstrated moderate associations between one another, strong inter-rater reliability and good construct and convergent validity. Continued evaluation of these tools with other populations, such as adolescents, is necessary. •In school-age children, the PLAY Tools demonstrated strong inter-rater reliability, moderate associations with one another, acceptable internal consistency and good construct and convergent validity.•The results suggest that that PLAY Tools are an acceptable method of evaluation for physical literacy in school-age children.

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Practice Parameter for the Assessment and Treatment of Children and Adolescents With Reactive Attachment Disorder and Disinhibited Social Engagement Disorder

Journal of the American Academy of Child & Adolescent Psychiatry ◽

10.1016/j.jaac.2016.08.004 ◽

2016 ◽

Vol 55 (11) ◽

pp. 990-1003 ◽

Cited By ~ 58

Author(s):

Charles H. Zeanah ◽

Tessa Chesher ◽

Neil W. Boris ◽

Heather J. Walter ◽

Oscar G. Bukstein ◽

...

Keyword(s):

Children And Adolescents ◽

Social Engagement ◽

Reactive Attachment Disorder ◽

Practice Parameter ◽

Attachment Disorder ◽

Assessment And Treatment ◽

Disinhibited Social Engagement Disorder ◽

Reactive Attachment

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Reactive attachment disorder and disinhibited social engagement disorder in adolescence: co-occurring psychopathology and psychosocial problems

European Child & Adolescent Psychiatry ◽

10.1007/s00787-020-01673-7 ◽

2020 ◽

Author(s):

Astrid R. Seim ◽

Thomas Jozefiak ◽

Lars Wichstrøm ◽

Stian Lydersen ◽

Nanna S. Kayed

Keyword(s):

Psychiatric Disorders ◽

Risky Sexual Behavior ◽

Social Engagement ◽

Psychosocial Problems ◽

Reactive Attachment Disorder ◽

Drug Misuse ◽

National Study ◽

Attachment Disorder ◽

Disinhibited Social Engagement Disorder ◽

Reactive Attachment

AbstractInsufficient care is associated with most psychiatric disorders and psychosocial problems, and is part of the etiology of reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED). To minimize the risk of misdiagnosis, and aid treatment and care, clinicians need to know to which degree RAD and DSED co-occur with other psychopathology and psychosocial problems, a topic little researched in adolescence. In a national study of all adolescents (N = 381; 67% consent; 12–20 years old; 58% girls) in Norwegian residential youth care, the Child and Adolescent Psychiatric Assessment interview yielded information about psychiatric diagnoses and psychosocial problems categorized as present/absent, and the Child Behavior Check List questionnaire was applied for dimensional measures of psychopathology. Most adolescents with a RAD or DSED diagnosis had several cooccurring psychiatric disorders and psychosocial problems. Prevalence rates of both emotional and behavioral disorders were high in adolescent RAD and DSED, as were rates of suicidality, self-harm, victimization from bullying, contact with police, risky sexual behavior and alcohol or drug misuse. Although categorical measures of co-occurring disorders and psychosocial problems revealed few and weak associations with RAD and DSED, dimensional measures uncovered associations between both emotional and behavioral problems and RAD/DSED symptom loads, as well as DSED diagnosis. Given the high degree of comorbidity, adolescents with RAD or DSED—or symptoms thereof—should be assessed for co-occurring psychopathology and related psychosocial problems. Treatment plans should be adjusted accordingly.

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