Since parenting practices have been shown to play an important role in the development of a child's emotional, cognitive and social functioning, it is important to reliably measure this construct across various cultures and countries. A widely used instrument to assess parenting practices is the Alabama Parenting Questionnaire (APQ). However, no previous studies have verified the five-factor structure of this measure using confirmatory factor analysis. The aim of this study was to verify factor structure and examine psychometric properties of the Parent Global Report version of the APQ in a Polish sample. A total of 911 mothers and 497 fathers of children in the age range of 6-13 years from the community sample completed the Alabama Parenting Questionnaire as well as the Rating Scales for Parents assessing symptoms of attention deficit hyperactivity disorder (ADHD) and oppositional-defiant disorder (ODD). Confirmatory factor analysis indicated that the five-factor model is characterized by a good fit in the Polish sample of mothers and quite a good fit in the sample of fathers. The Polish version of the APQ has a good construct validity. Children's ODD symptoms were positively correlated with negative parenting practices and negatively with positive parenting practices. Children's ADHD symptoms were the most strongly correlated with the inconsistent discipline subscale. Relations between ADHD and ODD symptoms and positive parenting practices were lower than with negative parenting practices. Our study confirms the five-factor structure of the Polish version of the APQ for parents and shows that parenting practices can be reliably measured in a Polish sample with the use of the Parent Global Report version of the APQ.

Symptoms of inattention, rather than symptoms of hyperactivity-impulsivity, are associated with the response inhibition impairment.

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Relationships of self-efficacy beliefs to executive functions, hyperactivity-impulsivity and inattention in school-aged children Abstract:Executive function deficits, hyperactivity-impulsivity, and inattention can have a negative impact on a child's self-efficacy beliefs. Forty-eight children with high intensity ADHD symptoms and 56 children with low intensity symptoms in ages 8 to 10 years completed the Self-Efficacy Scale for Children and executive function tests. Rating Scales for Teachers and Parents were completed for each child to measure the ADHD symptoms. ADHD symptoms and executive function deficits were associated with lower self-efficacy beliefs especially in two spheres: academic achievement and self-control. Implications of these findings for child therapy are discussed. Keywords:self-efficacy beliefs, executive functions, inattention, hyperactivity-impulsivity Streszczenie:Niska sprawność funkcji wykonawczych, impulsywność-nadaktwność oraz nieuwaga oddziałują negatywnie na funkcjonowanie dziecka w różnych sferach życia i w związku z tym mogą mieć negatywny wpływ na rozwój przekonań o własnej skuteczności. 48 dzieci z wysokim nasileniem objawów ADHD oraz 56 dzieci z niskim nasileniem objawów w wieku 8-10 lat wzięło udział w badaniu Skalą Przekonań o Własnej Skuteczności oraz testami funkcji wykonawczych. Skale Obserwacji dla Nauczycieli oraz Rodziców zostały wypełnione dla każdego dziecka, aby ocenić nasilenie objawów ADHD. Objawy ADHD oraz deficyty funkcji wykonawczych były związane z niższymi przekonaniami o własnej skuteczności przede wszystkim w dwóch sferach: osiągnięć szkolnych oraz samokontroli. Zaprezentowane są wnioski z tych wyników dla terapii dzieci z ADHD. Słowa kluczowe:przekonania o własnej skuteczności, funkcje wykonawcze, nieuwaga, impulsywność-nadaktwność

This study concerns construction of a checklist for teachers designed to find out types of attention disorders in children. Inattention is not a homogenous phenomenon. Patterns of coexistence of inattention signs and other behavioral symptoms could reflect different psychological mechanisms. In first study teachers described 242 children aged 9 to 10 using Inattention Checklist for Teachers (ICT). In second study teachers described 361 children aged 8 to 10 using modified version of the ICT. Factor analysis conducted in the first study resulted in extraction of five factors (withdrawal of attention, distractibility and tiredness, impulsivity and hyperactivity, high emotional control, low emotional control). In the second study previously extracted factors were validated by cluster analyses and profiles referring to co-occurring behavioral symptoms were developed. Analysis of profiles has shown that attention disorders comprise at least two groups of inattention symptoms (distractibility and tiredness, and withdrawal of attention) that in relation to other factors and learning difficulties constitute different patterns of inattention. It is suggested that these patterns reflect differences between attention disorders caused by cognitive malfunctioning, impaired behavioral or emotional control.

Abstract:The goal of this study was to investigate heterogeneity in clinical symptoms and cognitive functioning among children with hyperactivity-impulsivity and inattention using a novel approach that combined dimensional and personcentered perspectives. Executive, verbal and visuo-spatial functioning, hyperactivity-impulsivity, inattention 2016 , vol. 47(2) 195-206 DOI -10.1515 /ppb-2016 Our population of interest is children with parent-and teacher-rated ADHD symptoms. For a diagnosis of ADHD, the child must display symptoms in at least two different settings, such as at home and at school and information needs to be gathered from two or more informants (APA, 2000). However, a lot of children with subclinical ADHD symptoms suffer from self-regulation difficulties, experience problems in day-to-day life (especially in social and school functioning) and are often referred to psychologists and other specialists as they need therapeutic help (Kóbor, Takács, Urbán & Csépe, 2002;Rielly, Craig & Parker, 2006). Children with subclinical and clinical ADHD are characterized by high heterogeneity in terms of, among others: cognitive functioning, clinical symptoms, comorbid symptoms, and presentation of symptoms in different settings. Thus, it is important to differentiate groups of children with elevated ADHD symptoms characterized by various profiles of self-regulation difficulties in order to enable the development of more effective therapeutic and educational methods adjusted to the areas of problems in functioning. Polish Psychological BulletinSeveral studies revealed heterogeneity in cognitive functioning, especially in efficiency of executive functions, of children with ADHD symptoms (Chhabildas, Pennington & Willcutt, 2001;Nigg,Willcutt, Doyle & Sonuga-Barke, 2005). In many theoretical models (e.g., Barkley, 1997;Nigg, 2001;Schachar, Tannock, & Logan, 1993), executive function deficits are central to the explanation of the underlying mechanisms that lead to the manifestation of symptoms of inattention, hyperactivity and impulsivity. Studies have consistently shown that the average performance in executive function tests of children with ADHD (especially those diagnosed with either the combined or predominantly inattentive subtypes) is significantly lower than the performance of children in a control group (Chhabildas et al., 2001;Nigg et al., 2005). However, the meta-analysis conducted by Nigg and colleagues (2005) revealed that there is a much greater variance in the scores of children with ADHD in comparison to children without ADHD on executive function tests. The distributions of these test scores for children in the control group and in the clinical group do overlap with some children with ADHD performing within the normal range on these tasks.Moreover, deficits in other various spheres of cognitive functioning were observed in children with ADHD symptoms: they achieve lower results on Unauthenticated Download Date | 5/11/18 8:59 PM

This article is an attempt at showing the ways of functioning of selected phrases in the language of young people. This analysis covers student’s interpretations of somatisms with the EYE component (to pull the wool over somebody’s eyes, eyeball to eyeball, to have blinders on, to be the apple of somebody’s eye, somebody’s eyes popped). With the use of the principles of cognitive grammar, semantic structures of these phrases have been constructed. Dictionary definitions are the starting point for the assessment of the ways of understanding the meaning. Owing to the semantic analysis, the following interpretations of meanings have been specified: concretizations, generalizations, asemantizations, dephraseologizations, defining one phrase with the use of another one (not always semantically identical).

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