scholarly journals Growth status, behavior and neuropsychological performance: a study of Brazilian school age children

2004 ◽  
Vol 62 (4) ◽  
pp. 949-954 ◽  
Author(s):  
Gilberto N.O. Brito ◽  
Mercedes de Onis
Keyword(s):  
Academic Performance ◽  
Rating Scales ◽  
Strong Association ◽  
Conduct Problem ◽  
Child Growth ◽  
School Age Children ◽  
Neuropsychological Performance ◽  
Growth Status ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

AIM: To assess the association between child growth and teacher-reported behavior and academic standing, and neuropsychological performance. METHOD: The heights of 344 public-school children were measured using standard procedures. Teachers were requested to complete two behavioral and one academic performance rating scales. Neuropsychological assessment consisted of the Edinburgh Handedness Inventory, the Steadiness Test and the Purdue Pegboard. Height-for-age z (HAZ) scores were calculated based on an international reference. Standard (z) scores for each factor of the first two behavioral rating scales and for each neuropsychological variable were computed for each child based on locally-derived norms. RESULTS: HAZ scores were negatively correlated with factors related to hyperactivity, conduct problem, impulsivity and inattention of the behavioral rating scales. In addition, the lower the HAZ score the worse the academic performance. CONCLUSION: These results add to the existing evidence indicating a strong association between growth status and child behavior and academic performance.

scholarly journals Growth status and academic performance in Brazilian school age children: growth retardation impairs mathematical, but not reading and spelling abilities

2006 ◽  
Vol 64 (4) ◽  
pp. 921-925 ◽  
Author(s):  
Gilberto N.O. Brito ◽  
Mercedes de Onis
Keyword(s):  
Academic Performance ◽  
Growth Retardation ◽  
Multiple Regression Model ◽  
Child Growth ◽  
School Age Children ◽  
Growth Status ◽  
Wide Range Achievement Test ◽  
Academic Standing ◽  
Standard Procedures ◽  
Wide Range

AIM: To assess the effect of child growth status on academic achievement and the association between child growth and academic standing. METHOD: The heights of 722 middle-school children were measured using standard procedures and height-for-age z (HAZ) scores were calculated based on an international reference. Academic performance was assessed by an adaptation of the Wide Range Achievement Test (WRAT3) composed of Reading, Arithmetic and Spelling. RESULTS: Children in the group with higher HAZ scores performed better than children in the group with lower HAZ scores only on the Arithmetic subtest. This finding was confirmed by a multiple regression model analysis of the data. In addition, only performance on the Arithmetic subtest was positively associated with HAZ. CONCLUSION: These results indicate that growth retardation impacts specifically on the development of arithmetic (numeracy) skills and are consistent with a three-fold model of life course influences on health including latency, cumulative and pathway effects.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

The construction and calibration of behavioral rating scales

1970 ◽  
Vol 15 (3) ◽  
pp. 220-226
Author(s):  
Bruce A. Barron ◽  
Jules Hirsch ◽  
Myron Glucksman
Keyword(s):  
Rating Scales ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Redmond (2002) Revisited: Have Standardized Behavioral Rating Scales Gotten Better at Accommodating for Overlapping Symptoms with Language Impairment?

2019 ◽  
Vol 40 (04) ◽  
pp. 272-290 ◽  
Author(s):  
Sean M. Redmond ◽  
Kirsten M. Hannig ◽  
Amy Wilder
Keyword(s):  
Instrument Development ◽  
Behavioral Disorders ◽  
Clinical Assessment ◽  
Language Impairment ◽  
Rating Scales ◽  
Language Impairments ◽  
Research Programs ◽  
Behavioral Rating ◽  
Behavioral Rating Scales ◽  
Assessment Research

AbstractSeventeen years ago, Redmond reviewed five standardized behavioral rating scales and identified several aspects of their design that made them prone to mischaracterize language impairments as socioemotional behavioral disorders. The purpose of this report is to provide an update and extension of the original audit. We consulted test manuals to evaluate: (1) representation of children with language impairments in their standardization samples; (2) presence of language, or academic items within their inventories; (3) accommodations for administering the measure to children with language impairments; and (4) procedures for identifying inordinately punitive ratings. Overlapping language and academic symptoms continued to be a problem across current behavioral rating scales. Improvements since Redmond occurred in the representation of children with language impairments in standardization samples and in procedures for identifying inordinately punitive ratings. We discuss implications for clinical assessment, research programs, and instrument development.

Does Anxiety Modify the Risk for, or Severity of, Conduct Problems Among Children With Co-Occurring ADHD: Categorical and Dimensional and Analyses

2017 ◽  
Vol 23 (8) ◽  
pp. 797-808 ◽  
Author(s):  
Jeffrey S. Danforth ◽  
Leonard A. Doerfler ◽  
Daniel F. Connor
Keyword(s):  
Conduct Problems ◽  
Rating Scales ◽  
Conduct Problem ◽  
School Age Children ◽  
School Age ◽  
Statistical Manual ◽  
Children With Adhd ◽  
Diagnostic And Statistical Manual ◽  
Oppositional Defiant ◽  
Dsm Iv

Objective: The goal was to examine whether anxiety modifies the risk for, or severity of, conduct problems in children with ADHD. Method: Assessment included both categorical and dimensional measures of ADHD, anxiety, and conduct problems. Analyses compared conduct problems between children with ADHD features alone versus children with co-occurring ADHD and anxiety features. Results: When assessed by dimensional rating scales, results showed that compared with children with ADHD alone, those children with ADHD co-occurring with anxiety are at risk for more intense conduct problems. When assessment included a Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) diagnosis via the Schedule for Affective Disorders and Schizophrenia for School Age Children–Epidemiologic Version (K-SADS), results showed that compared with children with ADHD alone, those children with ADHD co-occurring with anxiety neither had more intense conduct problems nor were they more likely to be diagnosed with oppositional defiant disorder or conduct disorder. Conclusion: Different methodological measures of ADHD, anxiety, and conduct problem features influenced the outcome of the analyses.

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