Sensitivity and Specificity of an Executive Function Screener at Identifying Children With ADHD and Reading Disability

Objective: This study evaluated the sensitivity/specificity of a global sum score (GSS) from the Behavior Assessment System for Children, Second Edition, Executive Function screener (BASC-2-EF) at classifying children with/without ADHD and/or reading disability (RD). Method: The BASC-2 Teacher/Parent Rating Scales (TRS/PRS) were completed for children (8-12 years old; 43.1% female) with no diagnosis ( n = 53), RD ( n = 34), ADHD ( n = 85), co-morbid RD/ADHD ( n = 36), and other diagnoses ( n = 15). Receiver operating characteristic (ROC) curve analyses evaluated the sensitivity/specificity of the BASC-2-EF GSS at discriminating between children with/without ADHD or RD. Results: Area under the curve (AUC) scores indicated the sensitivity/specificity of the BASC-2-EF GSS at discriminating between children with/without ADHD (TRS: AUC = .831, p < .001; PRS: AUC = .919, p < .001), with/without RD (TRS: AUC = .724, p = .001; PRS: AUC = .615, p = .101), and with ADHD or RD through post hoc analysis (TRS: AUC = .674, p = .006; PRS: AUC = .819, p < .001). Conclusion: The findings support utilizing the BASC-2-EF GSS when differentiating ADHD from RD and typical development.

Comparing Behavioral Profiles for Autism Spectrum Disorders and Intellectual Disabilities Using the BASC-2 Parent Rating Scales–Preschool Form

We contrasted Behavior Assessment System for Children, Second Edition–Parent Rating Scales–Preschool Form (BASC-2 PRS-P) parent ratings for 242 (52% African American; 39% White) preschool-aged children from three diagnostic groups: autism spectrum disorder (ASD), intellectual disability (ID), and ASD and ID (ASD/ID). Across diagnostic groups, atypical behavior, attention, and adaptive functioning were rated as problematic; Developmental Social Disorders (DSD) scores were elevated across diagnostic groups and did not differ. Several BASC-2 clinical and adaptive scales differed across diagnostic groups, with parent-rated aggression higher for the ID group, parent-rated social withdrawal higher for the ASD group, and parent-rated social skills lower for the ASD/ID group. No differences in BASC-2 scores were found across African American and White preschoolers. The BASC-2 identified problem areas in a preschool clinical sample that were consistent with those of preschoolers with developmental disabilities. However, findings did not support use of the DSD as an ASD-specific screening measure.

The Palin Parent Rating Scales: Parents' Perspectives of Childhood Stuttering and Its Impact

Purpose The goal of this study is to explore the psychometric properties of the Parent Rating Scales–V1 (S. K. Millard, S. Edwards, & F. M. Cook, 2009), an assessment tool for parents of children who stutter, and to refine the measure accordingly. Method We included 259 scales completed prior to therapy. An exploratory factor analysis determined the test constructs and identified the items that had greatest loadings on those factors. Items that did not load on the factors were removed, and normative scores calculated. Results The resulting 19-item questionnaire measures three factors: (a) the impact of stuttering on the child; (b) the severity of stuttering and its impact on the parents; and (c) the parents' knowledge about stuttering and confidence in managing it. Reliability was demonstrated, norms established, and an automated online version constructed. Conclusions The Palin Parent Rating Scale is a valid and reliable tool, providing a method of exploring parents' perceptions of stuttering, the impact it has on the child and themselves, and the parents' knowledge of and confidence in managing the stuttering. This is an important addition to the existing range of assessments that may be used to evaluate stuttering in children up to age 14;6 (years;months) and allows the wider targets of parent-led therapy programs to be evaluated.