The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI): reliability and validity

BackgroundThe ICD – 10 and DSM – IV diagnostic criteria for hyperkinetic disorder and attention-deficit hyperactivity disorder (ADHD) require symptoms or impairment in two or more settings. Thus, information on children's symptoms in school is usually required. This paper presents the Child ADHD Teacher Telephone Interview (CHATTI), an instrument aimed at systematically obtaining this information.AimsTo examine the stability, test–retest reliability and criterion validity of the CHATTI for children referred with a suspected diagnosis of ADHD.MethodData were obtained from 79 teachers, of whom 36 were interviewed on two occasions.ResultsOverall, the CHATTI shows good stability test–retest reliability and criterion validity for symptom scores. Test–retest reliability for some individual items was low. Reliability for the operationalised criteria of ‘pervasiveness' (i.e. symptoms at school and home) and ‘school impairment’ was excellent (κ=1).ConclusionsThe CHATTI appears to be a promising tool for assessing ADHD symptoms in a school setting and could be useful in clinical as well as research settings.

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Psychometric Evaluation of the Persian Version of Barkley Adult Attention Deficit/Hyperactivity Disorder Screening Tool among the Elderly

Scientifica ◽

10.1155/2017/9109783 ◽

2017 ◽

Vol 2017 ◽

pp. 1-6 ◽

Cited By ~ 1

Author(s):

Mostafa Sadeghi ◽

Homayoun Sadeghi-Bazargani ◽

Shahrokh Amiri

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Internal Consistency ◽

Attention Deficit ◽

Concurrent Validity ◽

Rating Scale ◽

Retest Reliability ◽

Hyperactivity Disorder ◽

Persian Version ◽

Test Retest Reliability ◽

Tabriz City

Background. The Barkley Adult Attention Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV (BAARS-IV) was developed, and it demonstrated good psychometric properties. The BAARS-IV includes 27 questions on the symptoms of adult ADHD. The purpose of the present study is to investigate the psychometric testing of the Persian version of BAARS-IV among the elderlies in Tabriz City. Method. This cross-sectional study was conducted in Tabriz City—in the west of Iran—in 2015 via enrolling of 121 old-aged people. We did the process of translation and adaptation of BAARS-IV and examined its concurrent validity, internal consistency, and test-retest reliability. Result. The BAARS-IV demonstrated good internal consistency and test-retest reliability. Correlations between the BAARS-IV and the CAARS-S: SV were high and evidence supporting concurrent validity was revealed. Cronbach’s alpha for the overall scale and subscales stood at 0.89, 0.81, 0.66, 0.56, and 0.82, respectively. Conclusion. The Persian BAARS-IV showed acceptable reliability and validity. BAARS-IV was determined to be composed of internally consistent and psychometrically sound items.

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5.24 TEST-RETEST RELIABILITY OF THE ADULT ATTENTION-DEFICIT/HYPERACTIVITY DISORDER SCREENING SCALE (ASRS) V 1.1 SCREENER IN NON–ATTENTION-DEFICIT/HYPERACTIVITY DISORDER CONTROLS FROM A PRIMARY CARE PHYSICIAN PRACTICE

Journal of the American Academy of Child & Adolescent Psychiatry ◽

10.1016/j.jaac.2016.09.283 ◽

2016 ◽

Vol 55 (10) ◽

pp. S191

Author(s):

Lenard A. Adler ◽

Michael J. Silverstein ◽

Saima Mili ◽

Terry L. Leon ◽

Samuel Alperin ◽

...

Keyword(s):

Primary Care ◽

Attention Deficit Hyperactivity Disorder ◽

Primary Care Physician ◽

Attention Deficit ◽

Care Physician ◽

Physician Practice ◽

Retest Reliability ◽

Hyperactivity Disorder ◽

Test Retest Reliability ◽

Screening Scale

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Short-term test–retest reliability of resting state fMRI metrics in children with and without attention-deficit/hyperactivity disorder

Developmental Cognitive Neuroscience ◽

10.1016/j.dcn.2015.08.003 ◽

2015 ◽

Vol 15 ◽

pp. 83-93 ◽

Cited By ~ 34

Author(s):

Krishna Somandepalli ◽

Clare Kelly ◽

Philip T. Reiss ◽

Xi-Nian Zuo ◽

R.C. Craddock ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Resting State ◽

Resting State Fmri ◽

Short Term ◽

Retest Reliability ◽

Hyperactivity Disorder ◽

Short Term Test ◽

Test Retest Reliability

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Reliability and validity of a semi-structured DSM-based diagnostic interview module for the assessment of Attention Deficit Hyperactivity Disorder in adult psychiatric outpatients

Psychiatry Research ◽

10.1016/j.psychres.2016.05.020 ◽

2016 ◽

Vol 242 ◽

pp. 46-53 ◽

Cited By ~ 2

Author(s):

Eugenia I. Gorlin ◽

Kristy Dalrymple ◽

Iwona Chelminski ◽

Mark Zimmerman

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Reliability And Validity ◽

Diagnostic Interview ◽

Psychiatric Outpatients ◽

Hyperactivity Disorder

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Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

Professional School Counseling ◽

10.1177/2156759x12016002s05 ◽

2012 ◽

Vol 16 (2_suppl) ◽

pp. 2156759X1201600

Author(s):

M. Ann Shillingford-Butler ◽

Lea Theodore

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

School Counselors ◽

Attention Deficit ◽

School Setting ◽

Negative Consequences ◽

Effective School ◽

Children With Adhd ◽

Social And Emotional ◽

Hyperactivity Disorder ◽

Core Symptoms

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

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Reliability and Validity of the German Version of the Emotional Style Questionnaire

Frontiers in Psychology ◽

10.3389/fpsyg.2021.749585 ◽

2021 ◽

Vol 12 ◽

Author(s):

Darko Jekauc ◽

Lea Mülberger ◽

Susanne Weyland ◽

Fabienne Ennigkeit ◽

Kathrin Wunsch ◽

...

Keyword(s):

Construct Validity ◽

Internal Consistency ◽

Online Survey ◽

Reliability And Validity ◽

Criterion Validity ◽

German Version ◽

Personality Psychology ◽

Retest Reliability ◽

Test Retest Reliability ◽

Emotional Style

Until recently, emotional processes have played little role in personality psychology. Based on neuroscientific findings, Davidson and colleagues proposed a theory of emotional styles, postulating six dimensions of emotional life: outlook, resilience, social intuition, self-awareness, sensitivity to context, and attention. Recently, an English version of the Emotional Style Questionnaire (ESQ) was developed and tested for reliability and validity. The aim of the present work was to test the test–retest reliability, internal consistency, construct validity, and criterion validity of the German version of the ESQ. Two separate samples consisting of 365 and 344 subjects took part in an online survey. The results of the two studies indicated satisfactory test–retest reliability and internal consistency. Regarding the construct validity, the results from Study 1 to Study 2 indicate good model fit indices. Although there was a high correlation between the subscales outlook and resilience, the analyses supported the six-factor structure postulated by Davidson and colleagues. Substantial correlations were found between the dimensions of the ESQ and other validated scales, confirming the criterion validity of the questionnaire. Our results suggest that the German version of the ESQ is a reliable and valid measurement of emotional styles. It is a feasible and economical questionnaire that can be applied in various psychology disciplines, such as personality psychology, clinical psychology, industrial psychology or sport and exercise psychology.

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Patient-Reported Pediatric Quality of Life Inventory™ 4.0 Generic Core Scales in Pediatric Patients with Attention-Deficit/Hyperactivity Disorder and Comorbid Psychiatric Disorders: Feasibility, Reliability, and Validity

Value in Health ◽

10.1016/j.jval.2010.10.031 ◽

2011 ◽

Vol 14 (4) ◽

pp. 521-530 ◽

Cited By ~ 28

Author(s):

Christine A. Limbers ◽

Jane Ripperger-Suhler ◽

Robert W. Heffer ◽

James W. Varni

Keyword(s):

Quality Of Life ◽

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Pediatric Patients ◽

Reliability And Validity ◽

Hyperactivity Disorder ◽

Quality Of Life Inventory ◽

Patient Reported ◽

Life Inventory

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Questionnaire ratings of attention-deficit/hyperactivity disorder (ADHD) in adults are associated with spatial working memory

European Psychiatry ◽

10.1016/j.eurpsy.2006.08.005 ◽

2007 ◽

Vol 22 (4) ◽

pp. 256-263 ◽

Cited By ~ 6

Author(s):

Jonathan H. Dowson ◽

Andrew D. Blackwell ◽

Danielle C. Turner ◽

Elizabeth Harvey ◽

Tina Malhotra ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Attention Deficit ◽

Spatial Working Memory ◽

Past History ◽

Reliability And Validity ◽

Neurocognitive Performance ◽

Hyperactivity Disorder ◽

Self Harm ◽

And Performance

AbstractObjectiveData related to brain function may have the potential to improve the reliability and validity of assessments for the aetiologically and clinically heterogeneous syndrome of attention-deficit/hyperactivity disorder (ADHD). This study investigated associations between questionnaire assessments of behavioural features of adults with ADHD and an aspect of neurocognitive performance which has been reported to be impaired in adults with ADHD.MethodsFifty-nine adult patients with a DSM-IV diagnosis of ADHD, and their informants, completed questionnaires related to aspects of severity of ADHD. Associations were examined between questionnaire ratings and performance on a computer-administered task of spatial working memory (SWM).ResultsCorrelations between ratings of ADHD and SWM indicated moderate but significant correlations for patients' ratings, but not for informants' ratings. Also, patients who reported a past history of ‘self-harm’ (N = 33) had a significantly worse mean performance on both measures of SWM (p = 0.004, 0.003).ConclusionsThe results indicate that aspects of impulsivity, i.e. self-ratings of ‘emotive’ behaviour (involving rapid response to stimuli and marked reactivity of mood) and of past ‘self-harm’, show relatively strong associations with SWM performance in adults selected on the basis of an ADHD diagnosis. A profile of neurocognitive performances may have a role in the assessment of ADHD.

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