Usefulness of a Clinician Rating Scale in Identifying Preschool Children With ADHD

2009 ◽  
Vol 13 (5) ◽  
pp. 479-488 ◽  
Author(s):  
Chaya Gopin ◽  
Dione Healey ◽  
Katia Castelli ◽  
David Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Preschool Children ◽  
Rating Scale ◽  
Children With Adhd ◽  
Clinician Rating

scholarly journals Screen Time Exposure in Preschool Children with ADHD: A Cross-Sectional Exploratory Study from South India

2020 ◽  
pp. 025371762093978
Author(s):  
Sivapriya Vaidyanathan ◽  
Harshini Manohar ◽  
Venkatesh Chandrasekaran ◽  
Preeti Kandasamy
Keyword(s):  
Preschool Children ◽  
Exposure Time ◽  
Parental Stress ◽  
Screen Time ◽  
Rating Scale ◽  
Total Duration ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Time Exposure ◽  
Stress Levels

Background: Concern is mounting regarding screen exposure among young children and its association with mental health. Children with attention deficit hyperactivity disorder (ADHD) may be more vulnerable to its effects such as increased externalizing behaviors and problems with language and cognitive development and biological functions such as sleep. We aimed to assess screen exposure in preschool children with ADHD and to study the correlation of screen time with the severity of ADHD and parental stress levels. Methods: Children of age 2.5–6 years, diagnosed with ADHD (n = 56) were included, and details of the total duration of screen exposure, maximum continuous screen exposure time, and types of screen-based devices used, reasons for screen exposure were collected from primary caregivers. ADHD symptom severity was assessed on Conner's Abbreviated Rating Scale. Family interview for stress and coping, adapted for ADHD, was used to measure parental stress. Results: Total screen exposure time in preschool children with ADHD was more than the recommended standards in 80.4% of children, with a median of 140.00 minutes (range: 20–500 minutes). The most commonly used modality was television (98.2%), followed by mobile phones (87.3%), tablets (17.9%), and laptops (10.7%). The severity of ADHD ( r = 0.29, P = 0.02) and parent stress levels ( r = 0.29, P = 0.03) were positively correlated to increased screen time exposure in the child. Conclusions: Preschool children with ADHD have screen exposure above the recommended duration of one hour/day. Structured parent training programs for children with preschool ADHD and providing developmentally appropriate interventions are essential in curtailing screen time exposure and also to address parental stress.

Incremental Validity of Multi-Method and Multi-Informant Evaluations in the Clinical Diagnosis of Preschool ADHD

2021 ◽  
pp. 108705472110457
Author(s):  
I-Chun Chen ◽  
Pai-Wei Lee ◽  
Liang-Jen Wang ◽  
Chih-Hao Chang ◽  
Cheng-Hsiu Lin ◽  
...  
Keyword(s):  
Preschool Children ◽  
Clinical Diagnosis ◽  
Slow Rate ◽  
Performance Test ◽  
Rating Scale ◽  
Disruptive Behavior Disorder ◽  
Classification Rate ◽  
Discriminative Validity ◽  
Children With Adhd ◽  
Eeg Data

Objectives: This study investigated the discriminative validity of various single or combined measurements of electroencephalogram (EEG) data, Conners’ Kiddie Continuous Performance Test (K-CPT), and Disruptive Behavior Disorder Rating Scale (DBDRS) to differentiate preschool children with ADHD from those with typical development (TD). Method: We recruited 70 preschoolers, of whom 38 were diagnosed with ADHD and 32 exhibited TD; all participants underwent the K-CPT and wireless EEG recording in different conditions (rest, slow-rate, and fast-rate task). Results: Slow-rate task-related central parietal delta (1–4 Hz) and central alpha (8–13 Hz) and beta (13–30 Hz) powers between groups with ADHD and TD were significantly distinct ( p < .05). A combination of DBDRS, K-CPT, and specific EEG data provided the best probability scores (area under curve = 0.926, p < .001) and discriminative validity to identify preschool children with ADHD (overall correct classification rate = 85.71%). Conclusions: Multi-method and multi-informant evaluations should be emphasized in clinical diagnosis of preschool ADHD.

scholarly journals Assessment of neuropsychiatric symptoms in dementia: Toward improving accuracy

2013 ◽  
Vol 7 (3) ◽  
pp. 244-251 ◽  
Author(s):  
Florindo Stella
Keyword(s):  
Rating Scale ◽  
High Reliability ◽  
Neuropsychiatric Symptoms ◽  
Clinical Approach ◽  
Behavioral Disturbances ◽  
Versatile Tool ◽  
Clinician Rating ◽  
Improving Accuracy ◽  
Elderly Caregivers

ABSTRACT The issue of this article concerned the discussion about tools frequently used tools for assessing neuropsychiatric symptoms of patients with dementia, particularly Alzheimer's disease. The aims were to discuss the main tools for evaluating behavioral disturbances, and particularly the accuracy of the Neuropsychiatric Inventory - Clinician Rating Scale (NPI-C). The clinical approach to and diagnosis of neuropsychiatric syndromes in dementia require suitable accuracy. Advances in the recognition and early accurate diagnosis of psychopathological symptoms help guide appropriate pharmacological and non-pharmacological interventions. In addition, recommended standardized and validated measurements contribute to both scientific research and clinical practice. Emotional distress, caregiver burden, and cognitive impairment often experienced by elderly caregivers, may affect the quality of caregiver reports. The clinician rating approach helps attenuate these misinterpretations. In this scenario, the NPI-C is a promising and versatile tool for assessing neuropsychiatric syndromes in dementia, offering good accuracy and high reliability, mainly based on the diagnostic impression of the clinician. This tool can provide both strategies: a comprehensive assessment of neuropsychiatric symptoms in dementia or the investigation of specific psychopathological syndromes such as agitation, depression, anxiety, apathy, sleep disorders, and aberrant motor disorders, among others.

The Functional Impact of Sleep Disorders in Children With ADHD

2017 ◽  
Vol 24 (4) ◽  
pp. 499-508 ◽  
Author(s):  
Stephanie G. Craig ◽  
Margaret D. Weiss ◽  
Kristen L. Hudec ◽  
Christopher Gibbins
Keyword(s):  
Sleep Disorders ◽  
Functional Impairment ◽  
Rating Scale ◽  
Sleep Problems ◽  
Parent Report ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Sleep Complaints ◽  
Sleep Schedule

Objective: Children with ADHD display higher rates of sleep problems, and both sleep disorders and ADHD have been shown to affect functioning in childhood. The current study examines the frequency and relationship between sleep problems and ADHD, and their impact on quality of life (QoL) and functional impairment. Method: Parents of 192 children with ADHD ( M = 10.23 years) completed measures regarding their child’s ADHD symptoms (Swanson, Nolan and Pelham [SNAP]), sleep disorders (Pediatric Sleep Questionnaire [PSQ]), QoL (Child Health Illness Profile [CHIP-PE]), and functioning (Weiss Functional Impairment Rating Scale–Parent Report [WFIRS-P]). Results: Common sleep complaints in participants were insomnia, excessive daytime sleepiness (EDS), and variability in sleep schedule. Regression analysis indicated that sleep problems and ADHD symptoms independently predicted lower levels of QoL (Δ R2 = .12, p < .001) and social functioning (Δ R2 = .12, p < .001). Conclusion: The results suggest that ADHD may coexist with somnolence and that both conditions have a significant impact on a child’s functioning and QoL.

2.22 Lisdexamfetamine Dimesylate for Preschool Children With ADHD

2018 ◽  
Vol 57 (10) ◽  
pp. S165-S166
Author(s):  
Ann Catherine Childress ◽  
Scott H. Kollins ◽  
James Wu ◽  
Brigitte Robertson
Keyword(s):  
Preschool Children ◽  
Lisdexamfetamine Dimesylate ◽  
Children With Adhd

scholarly journals EFEKTIVITAS PENERAPAN TERAPI PERMAINAN SOSIALISASI UNTUK MENURUNKAN PERILAKU IMPULSIF PADA ANAK DENGAN ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD)

2012 ◽  
Vol 3 (1) ◽  
pp. 67
Author(s):  
Deyla Erinta ◽  
Meita Santi Budiani
Keyword(s):  
Time Series ◽  
Play Therapy ◽  
Rating Scale ◽  
Rank Test ◽  
P Value ◽  
Impulsive Behavior ◽  
Research Subjects ◽  
Children With Adhd ◽  
Purposive Sampling ◽  
Series Design

The purpose of this study was to examine the effectiveness of socialization play therapy to reducing impulsive behavior in children. The research subjects are kinder garten students in SLB N Gedangan Sidoarjo. This study used a quantitative method along with Quasi experiment design with the type of Time Series Design. Purposive sampling techniques was used to collect the research  subjects that has the characteristics of subjects with ADHD. Data collection method used Rating scale of impulsive behavior children with ADHD and using Wilcoxon signed rank test. The result of data  analysis obtained P-value or sig at 0,043 with α = 0,05. It means that H0 is rejected and this the H1 accepted. It can be concluded that the application of socialization play therapy is effective to reduce impulsive behavior in children with ADHD on SLB N Gedangan Sidoarjo.Abstrak: Penelitian ini bertujuan untuk menguji seberapa efektif terapi permainan sosialisasi dalam menurunkan perilaku impulsif pada anak ADHD. Subjek penelitian adalah siswa TK di SLB N Gedangan, Sidoarjo. Penelitian ini menggunakan metode kuantitatif dengan desain Quasi Eksperiment dengan jenis Time Series Design. Pengambilan subjek penelitian menggunakan teknik purposive sampling yakni subjek yang memiliki karakteristik subjek yang mengalami ADHD. Pengumpulan data menggunakan rating scale perilaku impulsif pada anak ADHD dan menggunakan Wilcoxon sign rank test. Hasil analisis data diperoleh nilai P - value atau sig sebesar 0,043 dengan taraf α = 0,05. Artinya H0 ditolak dan hal ini menunjukkan bahwa H1 diterima. Dengan demikian, dapat disimpulkan bahwa penerapan terapi permainan sosialisasi efektif untuk menurunkan perilaku impulsif pada anak ADHD di SLB N Gedangan, Sidoarjo.           

Social Skills and Emotional and Behavioral Traits of Preschool Children

2011 ◽  
Vol 39 (9) ◽  
pp. 1281-1287 ◽  
Author(s):  
Emel Arslan ◽  
Neslihan Durmuşoğlu-Saltali ◽  
Hasan Yilmaz
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
School Readiness ◽  
Family Involvement ◽  
Emotional Regulation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Correlation Coefficients ◽  
Self Control ◽  
Behavioral Traits

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

Maternal ADHD symptoms, child ADHD symptoms and broader child outcomes

2018 ◽  
Vol 103 (9) ◽  
pp. 841-846 ◽  
Author(s):  
Daryl Efron ◽  
Kirsten Furley ◽  
Alisha Gulenc ◽  
Emma Sciberras
Keyword(s):  
Adhd Symptom ◽  
Symptom Severity ◽  
Adult Adhd ◽  
Rating Scale ◽  
Child Outcomes ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Maternal Report ◽  
Child Adhd ◽  
Maternal Adhd

ObjectiveThis study investigated the associations between maternal symptoms of attention deficit hyperactivity disorder (ADHD) and child functional outcomes in a community-based sample of children with and without ADHD.Design and settingIn this cohort study, children with ADHD and healthy controls were recruited through schools in Melbourne, Australia, using a combined screening (Conners 3 ADHD Index) and case confirmation (Diagnostic Interview Schedule for Children Version IV) procedure.Patients117 children with ADHD and 149 control children were included in the analyses.Main outcome measuresMaternal ADHD symptoms (Conners Adult ADHD Rating Scale) and child outcomes (ADHD severity, quality of life (QoL), academic competence, social-emotional functioning) were measured at a mean child age of 8.9 years.ResultsMothers of children with ADHD had clinically elevated ADHD symptoms compared with mothers of control children (adjusted analysis: 18.0% vs 2.0%, P<0.001). Elevated maternal ADHD symptoms were associated with greater child ADHD symptom severity and lower QoL by maternal report for children with (severity P=0.01; QoL P=0.003) and without (severity P=0.003; QoL P=0.003) ADHD. Elevated maternal ADHD symptoms were additionally associated with increased parent-rated emotional problems, peer problems and total impairment scores in children without ADHD (all P<0.01).ConclusionsMaternal ADHD symptoms are associated with increased ADHD symptom severity and reduced QoL by maternal report in offspring with or without ADHD, and have broader negative associations with emotional and social functioning in children without ADHD. In the evaluation of the referred children, maternal ADHD symptoms should be considered and referral made to adult services where indicated.

scholarly journals Which Child Will Benefit From a Behavioral Intervention for ADHD? A Pilot Study to Predict Intervention Efficacy From Individual Reward Sensitivity

2020 ◽  
pp. 108705472092813
Author(s):  
Myrte J. M. van Langen ◽  
Branko M. van Hulst ◽  
Miriam Douma ◽  
Maarten Steffers ◽  
Nicolle M. H. van de Wiel ◽  
...  
Keyword(s):  
Behavioral Intervention ◽  
Behavioral Interventions ◽  
Rating Scale ◽  
Reward Sensitivity ◽  
Physiological Measures ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Normal Behavior ◽  
Intervention Efficacy

Objective: This article aims to assess whether individual differences in reward sensitivity can be used to predict which children with attention-deficit/hyperactivity disorder (ADHD) will benefit most from behavioral interventions that include reinforcement. Methods: A 12-week behavioral intervention was offered to 21 children with ADHD and their parents. Reward sensitivity was assessed prior to the intervention using a combination of psychological and physiological measures. ADHD symptoms were assessed pre- and posttreatment using the Strengths and Weaknesses of ADHD and Normal behavior (SWAN) rating scale. Results: Lower scores on one of the questionnaire scales were associated with greater pre/posttreatment differences in ADHD symptoms. Conclusion: We found that pre/posttreatment change was associated with one measure of parent-rated reward sensitivity. Children with low impulsive negative behavior toward gaining reward improved most during treatment. This result suggests that aspects of reward-related behaviors in ADHD may be useful to predict the effectiveness of treatment.

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