To examine psychometric properties of the SNAP-IV, parent (N = 1,613) and teacher data (N = 1,205) were collected from a random sample of elementary school students in a longitudinal study on detection of attention deficit hyperactivity disorder (ADHD). Reliability, factor structure, predictive validity, and effect sizes (ES) for differences in ratings across age, gender, and race were examined. Performance as a screening and diagnostic tool was evaluated through calculation of likelihood ratios (LR) and posttest probabilities. Reliability of the parent and teacher SNAP-IV was acceptable. Factor structure was consistent with a two-factor solution of ADHD symptoms and a third ODD factor. Parent and teacher scores varied significantly by gender and poverty status (d = .49 to .56), but not by age; only teacher scores varied by race (d = .25 to .55). SNAP-IV parent and teacher ratings satisfactorily distinguished children by increasing levels of ADHD concerns, but only parent ratings by diagnostic status. Parent SNAP-IV scores above 1.2 increased the probability of concern (LR > 10) and above 1.8 of ADHD diagnosis (LR > 3). Teacher hyperactivity/impulsivity scores above 1.2 and inattention scores above 1.8 increased the probabilities of concern (LR = 4.2 and > 5, respectively), but teacher SNAP-IV scores did not usefully change the probability of diagnosis. Further research should address reasons for higher teacher scores for African American children and the differences in measurement models by race. Keywords assessment; attention deficit hyperactivity disorder; children; likelihood ratios; norms; SNAP-IV; reliability; validity Behavior rating scales as assessment tools for diagnosing attention deficit hyperactivity disorder (ADHD) based on the Diagnostic and Statistical Manual of Mental Disorders (DSM) have been used for many years, starting with the assessment of symptoms listed in the DSM-III (American Psychiatric Association, 1980) manual (Swanson, Sandman, Deutsch, & Baren, 1983). These scales have changed along with revisions in the DSM to match definitions of ADHD as a three-dimensional construct in DSM-III (APA, 1980), a unidimensional construct in the DSM-III-R (APA, 1987), and the current two-dimensional construct in the DSM-IV (APA, 1994) manual (Pillow, Pelham, Hoza, Molina, & Stultz, 1998). The rating scales are comparable in content (using either the exact DSM symptom NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript descriptions or variants slightly reworded to improve readability) and measurement approaches (four-point rating intervals) but differ in the assessment of comorbid disorders. Some focus on ADHD only, such as the ADHD Rating Scale IV DuPaul et al., 1997) or the DSM-IV ADHD Rating Scale (Gomez, Harvey, Quick, Scharer, & Harris, 1999). Still others, such as the parent and teacher versions of the Vanderbilt ADHD Diagnostic Rating scales (Wolraich, Feurer, Hannah, Baumgaertel, & Pinnock, 1998;Wolraich et al., 2003), assess both externalizing and internalizing ...
The relation between theory of mind and affective perspective taking was examined in a study with 42 three-to five-year-olds. Children completed tasks measuring affective perspective taking, theory of mind, and receptive language abilities. Significant positive correlations existed between overall affective perspective taking and theory of mind performance, independent of age and language. The relation between theory of mind and affective perspective taking was strongest for those scenarios in which there was a conflict between the child and the friend's emotional responses. These findings indicate that the abilities to understand conflicting emotions and to understand false beliefs are related aspects of social development.
We examined the role of specific therapist verbal behaviors in predicting successful completion of Parent-Child Interaction Therapy (PCIT) in 22 families, including 11 families that successfully completed treatment and 11 that discontinued treatment prematurely. The children were 3 to 6 years old and diagnosed with oppositional defiant disorder (ODD). Chamberlain et al.'s (1986) Therapy Process Code (TPC) was used to measure therapist verbalizations during therapist-parent interactions during the initial clinical interview and the second treatment session. Results indicated that therapists' use of the categories Question, Facilitate, and Support during these sessions accurately predicted treatment dropout versus completion for 73% of families. Findings suggest that the early therapist-parent relationship in PCIT may be critical to successful treatment completion.
The first phase of parent-child interaction therapy (PCIT), called child-directed interaction, teaches parents to use positive and differential social attention to improve the parent-child relationship. This study examined predictors of change in mother and child functioning during the child-directed interaction for 100 mother-child dyads. The children were 3-6-years-old and diagnosed with oppositional defiant disorder. After establishing that significant improvements occurred in mother report of child disruptive behavior, parenting stress, and parenting practices, these three variables were combined to form a latent impaired mother-child functioning construct. Structural equation models were examined using maternal demographic and psychosocial variables as predictors of impaired mother-child functioning before and after the child-directed interaction. Mothers' self-reported daily hassles and depressive symptomatology predicted 74% of variance in impaired mother-child functioning before treatment. Mothers' report of social support predicted impaired mother-child functioning after the child-directed interaction, with 57% of the variance accounted for in this longitudinal model. These findings suggest the importance of improving maternal social support during the initial phase of PCIT.
Mothers were open to psychosocial services for child behavior problems, particularly via primary care, and ratings of barriers were relatively low despite reporting infrequent service use. Mothers' responses highlight the need for mental health providers in primary care to ensure accessibility of desired services.
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