Is the QbMini a Valid Instrument for ADHD Assessment?

2020 ◽  
pp. 108705472090336
Author(s):  
Salsabil Hamadache ◽  
Thomas Günther ◽  
Kathrin Hoberg ◽  
Sara Zaplana Labarga
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Measurement Tool ◽  
Healthy Children ◽  
Adhd Symptoms ◽  
Operating Characteristics ◽  
Parental Rating ◽  
Valid Instrument ◽  
Parental Ratings

Objective: Few neuropsychological measurement tools of attention can assess preschoolers despite adequate instruments’ potential to facilitate early diagnostic processes, which are currently demanding. This study’s objective was to evaluate the QbMini, an attention-deficit hyperactive disorder (ADHD) measurement tool for preschoolers. Method: QbMini performances of 37 5-year-old ADHD patients, 55 healthy controls, and 26 children with specific language impairment (SLI) were compared using univariate analyses of variance. The test’s predictive power was evaluated using receiver operating characteristics (ROC) analyses and compared to a parental rating scale. Finally, the scales were compared by correlating their respective scores. Results: The QbMini measures ADHD symptoms and reliably differentiates between healthy children and patients, but not between children with ADHD and children with SLI. Conclusion: The QbMini can indicate presence and strength of ADHD symptoms, but fails to diagnose ADHD. It measures symptoms in a different way than parental ratings and might be stronger in distinguishing between hyperactivity and inattention.

scholarly journals Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children's Language Impairments

2015 ◽  
Vol 46 (2) ◽  
pp. 68-80 ◽  
Author(s):  
Sean M. Redmond ◽  
Andrea C. Ash ◽  
Tiffany P. Hogan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Recall Performance ◽  
Communication Disorders ◽  
Language Impairments ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Sentence Recall

Purpose Co-occurring attention-deficit/hyperactivity disorder (ADHD) and communication disorders represent a frequently encountered challenge for school-based practitioners. The purpose of the present study was to examine in more detail the clinical phenomenology of co-occurring ADHD and language impairments (LIs). Method Measures of nonword repetition, sentence recall, and tense marking were collected from 57 seven- to nine-year-old children. The performances of children with ADHD+LI status were compared with those of children with specific language impairment (SLI) and children with typical development (TD). Results ADHD status had no independent detrimental impact on the affected children's LIs (SLI = ADHD+LI < TD). A modest positive correlation was found between the severity of children's ADHD symptoms and their sentence recall performance, suggesting a tendency for affected children who had higher levels of ADHD symptoms to perform better than those children with lower levels. Conclusion These outcomes are difficult to reconcile with attention-deficit/information-processing accounts of the core deficits associated with SLI. Potential protective mechanisms associated with ADHD status are discussed.

scholarly journals Comparative expression analysis of human endogenous retrovirus elements in peripheral blood of children with specific language impairment

2019 ◽  
Vol 22 (1) ◽  
pp. 49-56
Author(s):  
DS Minchev ◽  
NT Popov ◽  
SI Naimov ◽  
IN Minkov ◽  
TI Vachev
Keyword(s):  
Dna Sequences ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Peripheral Blood ◽  
Expression Profiles ◽  
Endogenous Retrovirus ◽  
Human Endogenous Retrovirus ◽  
Control Group ◽  
Healthy Children ◽  
Specific Language

AbstractSpecific language impairment (SLI) is a psychiatric condition with a complex etiology and a substantial genetic basis that affects children's verbal communication abilities. In this study, we examined the expression of five different human endogenous retrovirus elements (HERVs) in a cohort of 25 children with SLI and 25 healthy children in the control group. Human endogenous retrovirus elements, a diverse group of repetitive DNA sequences, can potentially cause considerable genetic heterogeneity. They had been integrated in the genome of our ancestors throughout evolution and now consist of about 8.0% of the human genome. Several HERV loci are transcribed in various cell types. Their expression in peripheral blood and in the brain is altered in many neurological and psychiatric diseases. To date, HERV expression profiles have never been studied in patients with SLI. This study aimed to elucidate differentially regulated human endogenous retroelements in peripheral blood of children with SLI, in comparison with healthy controls, through quantitative reverse tran-scription-polymerase chain reaction (qRT-PCR) methodology. Our results show that two genes: HERV-K (HLM-2) gag and HERV-P env were expressed at lower levels in the blood samples from SLI children in comparison with those in the control group.

The Relationship of Language and Emotion Regulation Skills to Reticence in Children With Specific Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 637-646 ◽  
Author(s):  
Martin Fujiki ◽  
Matthew P. Spackman ◽  
Bonnie Brinton ◽  
Andrea Hall
Keyword(s):  
Emotion Regulation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Language Ability ◽  
Specific Language ◽  
Behavior Rating Scale ◽  
Significant Difference ◽  
The Relationship

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5–8 years and 9–12 years. The Emotion Regulation Checklist (ERC; A. Shields & D. Cicchetti, 1997, 1998) and the Teacher Behavior Rating Scale (TBRS; C. H. Hart & C. C. Robinson, 1996) were completed by each child’s teacher to provide measures of emotion regulation and reticence, respectively. The Comprehensive Assessment of Spoken Language (CASL; E. Carrow-Woodfolk, 1999) was administered to provide a measure of language ability. A regression analysis including all participants indicated that the emotion regulation scores and the CASL scores were significant predictors of the reticence scores, accounting for 43% of the variance. Group-specific analyses were then conducted to determine whether the 2 predictor scales differentially predicted reticence based on language and age groups. None of the tests exceeded the.05 level, indicating that there was no significant difference in predictive power on the 2 factors in question. KEY WORDS: emotion regulation, language impairment, reticence, withdrawal, socioemotional

Auditory Processing Disorder and Its Comorbidities: A Need for Consistency in Test Cutoff Scores

2021 ◽  
Vol 30 (1) ◽  
pp. 128-144
Author(s):  
Ansar U. Ahmmed
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Language Impairment ◽  
Auditory Processing ◽  
Rating Scale ◽  
Manual Dexterity ◽  
Auditory Processing Disorder ◽  
Hyperactivity Disorder ◽  
Parental Rating ◽  
Movement Assessment

Purpose No gold standard criteria exist for diagnosing developmental auditory processing disorder (APD). This study aimed to identify APD criteria, which are consistent with that used for comorbidities, and how comorbidities predicted APD. Method A retrospective study of 167 participants (males = 105, females = 62; age: 6–16 years; nonverbal IQ > 80) with suspected APD is presented. Five SCAN-3 tests evaluated auditory processing (AP). Comorbidities included attention-deficit/hyperactivity disorder, language impairment, and impaired manual dexterity, which were identified using percentile ≤ 5 in the Swanson, Nolan and Pelham parental rating scale; Children's Communication Checklist-2; and Movement Assessment Battery for Children-2, respectively. Results Percentiles ≤ 9, ≤ 5, and < 2 in two or more AP tests had sensitivities (specificities) of 76% (70.6%), 59.3% (76.5%), and 26% (82.4%), respectively, in predicting comorbidities, which were present in 150 of the 167 participants. The criterion of “≤ 9 percentile in two or more AP tests” (Approach I) diagnosed APD in 119 participants, and criterion “≤ 5 percentile in two or more AP tests or ≤ 5 percentile in one AP plus one or more measures of comorbidities” (Approach II) diagnosed 123. The combination of approaches diagnosed 128 participants (76.6%) with APD, of which 114 were diagnosed by each approach (89%). Language impairment and impaired manual dexterity, but not attention-deficit/hyperactivity disorder, predicted APD. Conclusions “Percentile ≤ 9 in two or more AP tests” or “percentile ≤ 5 in one AP plus one or more measures of comorbidities” are evidence-based APD diagnostic criteria. Holistic and interprofessional practice evaluating comorbidities including motor skills is important for APD.

Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior

2013 ◽  
Vol 22 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Kacie Wittke ◽  
Tammie J. Spaulding ◽  
Calli J. Schechtman
Keyword(s):  
Preschool Children ◽  
Executive Functioning ◽  
Teacher Perceptions ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Supporting Evidence ◽  
Language Abilities ◽  
Specific Language ◽  
And Gender

Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities. Conclusion Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.

The Relationship Between Social Behavior and Severity of Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 647-662 ◽  
Author(s):  
Kerstine I. Hart ◽  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Craig H. Hart
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Impulse Control ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Receptive Language ◽  
Behavior Rating Scale ◽  
Withdrawn Behavior ◽  
Severe Impairment ◽  
Passive Withdrawal

The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both types of sociable behavior than typical children. The group with SLI was then separated into subgroups of children having more severe and less severe language impairment. These groupings did not differ on comparisons involving withdrawn behavior, except that girls with more severe receptive problems demonstrated higher levels of solitary-passive withdrawal than did girls with less severe language problems. Children with less severe receptive language impairment demonstrated higher levels of proficiency on both types of sociable behavior than their peers with more severe impairment. Children with more severe expressive problems also demonstrated poorer prosocial behavior—but not poorer impulse control/likeability—than children with less severe expressive problems. KEY WORDS : social skills, language impairment, socioemotional, withdrawal, social competence

scholarly journals Efficiency of Executive Functions and Literacy Among Children With Specific Language Impairment

2018 ◽  
Vol 22 (1) ◽  
pp. 307-327
Author(s):  
Izabela Kaczmarek ◽  
Sławomir Jabłoński ◽  
Paweł Kleka ◽  
Barbara Steinborn
Keyword(s):  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Parental Education ◽  
Literacy Skills ◽  
Healthy Children ◽  
Literacy Assessment ◽  
Specific Language

Abstract Recently, extensive studies investigating executive functions in children with specific language impairment (SLI) have been performed. In the present study, we compared the level of executive functions (i.e., inhibitory control and cognitive flexibility) and literacy skills between 53 healthy children and 53 children with SLIs between the ages of 3 and 11 years. The groups were matched by age, gender and parental education level. Executive functions were assessed using the Children Card Sort, and the Literacy Assessment Battery was applied to measure literacy skills. The patients with SLI displayed a significantly lower level of cognitive flexibility than that of the healthy children. No significant differences were observed between the groups in inhibitory control and the majority of literacy skills. The results confirm the hypothesis that patients with SLI experience difficulties in cognitive flexibility.

Social Valence in Children With Specific Language Impairment During Imitation-Based and Conversation-Based Language Intervention

1994 ◽  
Vol 37 (2) ◽  
pp. 378-388 ◽  
Author(s):  
Katarina L. Haley ◽  
Stephen M. Camarata ◽  
Keith E. Nelson
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Rating Scale ◽  
Language Intervention ◽  
Nonverbal Behaviors ◽  
Language Programs ◽  
Specific Language ◽  
Point Rating Scale ◽  
Verbal Initiations

This study investigated the level of social valence and type of social behaviors expressed in 15 children with specific language impairment as they engaged in typical language intervention activities during conversation-based and imitation-based language programs. These programs were both applied to each child over a period of several weeks. Videotapes of treatment sessions were analyzed for the presence of five verbal and 11 nonverbal behaviors selected to measure social valence. In addition, the child’s level of social valence was scored on a three-point rating scale. The results showed that although both types of treatments were predominantly associated with positive social valence ratings and a high frequency of smiling, laughing, and engagement in the activities, a significantly higher number of these positive ratings and behaviors were noted within conversation-based treatment. In contrast, although negative social valence ratings and expressions of boredom or dislike were very rare, these were observed more frequently under imitation-based treatment. There was a significantly higher rate of verbal initiations in the conversation-based treatment, and a significantly higher rate of quiet, passive participation in the imitation-based treatment. The findings are discussed in relation to treatment selection and viable strategies for assessing treatment acceptability in children.

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