Classical and Bayesian Estimation in the Logistic Regression Model Applied to Diagnosis of Child Attention Deficit Hyperactivity Disorder

2010 ◽  
Vol 106 (2) ◽  
pp. 519-533 ◽  
Author(s):  
Amalia Gordóvil-Merino ◽  
Joan Guàrdia-Olmos ◽  
Maribel Peró-Cebollero ◽  
Emilia I. de la Fuente-Solanas
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Logistic Regression ◽  
Bayesian Approach ◽  
Attention Deficit ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Logistic Regression Models ◽  
Hyperactivity Disorder ◽  
Complex Models ◽  
Girls With Adhd

The limitations inherent to classical estimation of the logistic regression models are known. The Bayesian approach in statistical analysis is an alternative to be considered, given that it makes it possible to introduce prior information about the phenomenon under study. The aim of the present work is to analyze binary and multinomial logistic regression simple models estimated by means of a Bayesian approach in comparison to classical estimation. To that effect, Child Attention Deficit Hyperactivity Disorder (ADHD) clinical data were analyzed. The sample included 286 participants of 6–12 years (78% boys, 22% girls) with ADHD positive diagnosis in 86.7% of the cases. The results show a reduction of standard errors associated to the coefficients obtained from the Bayesian analysis, thus bringing a greater stability to the coefficients. Complex models where parameter estimation may be easily compromised could benefit from this advantage.

scholarly journals Prenatal pet keeping and caregiver-reported attention deficit hyperactivity disorder through preadolescence in a United States birth cohort

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Andrea E. Cassidy-Bushrow ◽  
Alexandra R. Sitarik ◽  
Tisa M. Johnson-Hooper ◽  
Jannel M. Phillips ◽  
Kyra Jones ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Birth Cohort ◽  
Attention Deficit ◽  
Regression Models ◽  
Environmental Toxicants ◽  
Wayne County ◽  
Loss To Follow Up ◽  
Logistic Regression Models ◽  
Hyperactivity Disorder

Abstract Background While the keeping of pets has been shown to protect against childhood allergic disease and obesity, less is known regarding potential associations of prenatal pet keeping and attention deficit hyperactivity disorder (ADHD). We sought to examine the associations between prenatal dog or cat keeping with caregiver-reported ADHD in preadolescents in the Wayne County Health, Environment, Allergy and Asthma Longitudinal Study (WHEALS) birth cohort (N = 1258). Methods At an interview with the caregiver at child age 10–12 years, caregivers reported if the WHEALS child had ever been diagnosed with ADHD. Similarly, during an interview with the mother prenatally, pet keeping (defined as dog or cat kept inside ≥1 h/day) was ascertained. Logistic regression models were fit to examine the association of prenatal pet keeping (dog keeping and cat keeping, separately) with ADHD. Results A subset of 627 children were included in the analyses: 93 who had ADHD and 534 with neurotypical development. After accounting for confounders and loss to follow-up, maternal prenatal dog exposure was associated with 2.23 times (95% CI: 1.15, 4.31; p = 0.017) greater odds of ADHD among boys. Prenatal dog keeping was not statistically significantly associated with ADHD in girls (odds ratio = 0.27, 95% CI: 0.06, 1.12; p = 0.070). Prenatal cat keeping was not associated with ADHD. Conclusions In boys, but not girls, maternal prenatal dog keeping was positively associated with ADHD. Further study to confirm these findings and to identify potential mechanisms of this association (e.g., modification of the gut microbiome, exposure to environmental toxicants or pet-related medications) is needed.

Parental happiness and strain among young adult parents diagnosed with Attention Deficit Hyperactivity Disorder

2017 ◽  
Vol 14 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Rhiannon A Kroeger
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Young Adult ◽  
Attention Deficit ◽  
Regression Models ◽  
Adult Health ◽  
Logistic Regression Models ◽  
Hyperactivity Disorder ◽  
National Longitudinal Study ◽  
Disorder Potential ◽  
Feeling Overwhelmed

This study used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine whether young adult parents diagnosed with Attention Deficit Hyperactivity Disorder experience less parental happiness and/or more parental strain than their counterparts not diagnosed with Attention Deficit Hyperactivity Disorder. Results from logistic regression models indicated that young adult parents ever diagnosed with Attention Deficit Hyperactivity Disorder have significantly greater odds of feeling overwhelmed as parents and significantly lower odds of feeling close to their children or happy in their role as parents compared to those never diagnosed with Attention Deficit Hyperactivity Disorder. Potential implications of these results for scholars as well as health professionals treating adult Attention Deficit Hyperactivity Disorder patients with children are discussed.

Domestic Violence Reported to the Police: Correlates of Victims’ Reporting Behavior and Support to Legal Proceedings

2016 ◽  
Vol 31 (3) ◽  
pp. 402-415 ◽  
Author(s):  
Rémi Boivin ◽  
Chloé Leclerc
Keyword(s):  
Domestic Violence ◽  
Logistic Regression ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
The Other ◽  
Individual Factors ◽  
Initial Report ◽  
Logistic Regression Models ◽  
Legal Proceedings ◽  
History Of

This article analyzes reported incidents of domestic violence according to the source of the complaint and whether the victim initially supported judicial action against the offender. Almost three quarters of incidents studied were reported by the victim (72%), and a little more than half of victims initially wanted to press charges (55%). Using multinomial logistic regression models, situational and individual factors are used to distinguish 4 incident profiles. Incidents in which the victim made the initial report to the police and wished to press charges are the most distinct and involve partners who were already separated at the time of the incident or had a history of domestic violence. The other profiles also show important differences.

scholarly journals Releasing the conceptual spring to construct multiplicative reasoning

2020 ◽  
Author(s):  
Karen Zwanch ◽  
Jesse L. M. Wilkins
Keyword(s):  
Logistic Regression ◽  
Educational Research ◽  
Regression Models ◽  
Middle Grades ◽  
Multinomial Logistic Regression ◽  
American Educational Research Association ◽  
Research Association ◽  
Multiplicative Reasoning ◽  
Logistic Regression Models ◽  
Quantitative Verification

Abstract Constructing multiplicative reasoning is critical for students’ learning of mathematics, particularly throughout the middle grades and beyond. Tzur, Xin, Si, Kenney, and Guebert [American Educational Research Association, ERIC No. ED510991, (2010)] conclude that an assimilatory composite unit is a conceptual spring to multiplicative reasoning. This study examines patterns in the percentages of students who construct multiplicative reasoning across the middle grades based on their fluency in operating with composite units. Multinomial logistic regression models indicate that students’ rate of constructing an assimilatory composite unit but not multiplicative reasoning in sixth and seventh grades is significantly greater than that in eighth and ninth grades. Furthermore, the proportion of students who have constructed multiplicative reasoning in sixth and seventh grades is significantly less than the proportion of those who have constructed multiplicative reasoning in eighth and ninth grades. One implication of this is the quantitative verification of Tzur, Xin, Si, Kenney, and Guebert’s (2010) conceptual spring. That is, students who construct assimilatory composite units early in the middle grades are likely to construct multiplicative reasoning; students who do not construct assimilatory composite units early in the middle grades likely do not construct multiplicative reasoning in the middle grades.

Adverse Childhood Experiences and School-Based Victimization and Perpetration

2017 ◽  
Vol 35 (3-4) ◽  
pp. 662-681 ◽  
Author(s):  
Myriam Forster ◽  
Amy L. Gower ◽  
Barbara J. McMorris ◽  
Iris W. Borowsky
Keyword(s):  
Logistic Regression ◽  
School Violence ◽  
Adverse Childhood Experiences ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Self Report ◽  
Childhood Experiences ◽  
Logistic Regression Models ◽  
School Based ◽  
Adverse Childhood

Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim–perpetrator groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey ( n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim–perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim–perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction ( ps < .001) and perpetration: bullying and bringing a weapon to campus ( ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.

scholarly journals Comprehensive Examination of Frontal Regions in Boys and Girls with Attention-Deficit/Hyperactivity Disorder

2011 ◽  
Vol 17 (6) ◽  
pp. 1047-1057 ◽  
Author(s):  
E. Mark Mahone ◽  
Marin E. Ranta ◽  
Deana Crocetti ◽  
Jessica O'Brien ◽  
Walter E. Kaufmann ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
White Matter ◽  
Frontal Lobe ◽  
Gray Matter ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Matter Volume ◽  
Medial Pfc ◽  
Gray Matter Volumes ◽  
Girls With Adhd

AbstractThe current study examined regional frontal lobe volumes based on functionally relevant subdivisions in contemporaneously recruited samples of boys and girls with and without attention-deficit/hyperactivity disorder (ADHD). Forty-four boys (21 ADHD, 23 control) and 42 girls (21 ADHD, 21 control), ages 8–13 years, participated. Sulcal–gyral landmarks were used to manually delimit functionally relevant regions within the frontal lobe: primary motor cortex, anterior cingulate, deep white matter, premotor regions [supplementary motor complex (SMC), frontal eye field, lateral premotor cortex (LPM)], and prefrontal cortex (PFC) regions [medial PFC, dorsolateral PFC (DLPFC), inferior PFC, lateral orbitofrontal cortex (OFC), and medial OFC]. Compared to sex-matched controls, boys and girls with ADHD showed reduced volumes (gray and white matter) in the left SMC. Conversely, girls (but not boys) with ADHD showed reduced gray matter volume in left LPM; while boys (but not girls) with ADHD showed reduced white matter volume in left medial PFC. Reduced left SMC gray matter volumes predicted increased go/no–go commission rate in children with ADHD. Reduced left LPM gray matter volumes predicted increased go/no–go variability, but only among girls with ADHD. Results highlight different patterns of anomalous frontal lobe development among boys and girls with ADHD beyond that detected by measuring whole lobar volumes. (JINS, 2011, 17, 1047–1057)

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