ECI-4 screening of attention deficit-hyperactivity disorder and co-morbidity in Mexican preschool children: preliminary results

Abstract

-Objective: To examine prospectively usefulness of Early Childhood Inventory-4 (ECI-4) in identifying attention deficit-hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct d i s o rder (CD). Method: A sample of children <6 years of age were evaluated in school settings with ECI-4 and results compared with those of Conners Rating Scales-Revised (CRS-R) 6 months later. Sample consisted of 34 healthy children (20 boys, 14 girls) prospectively followed-up. Results: F requency of childre n fulfill DSM-IV AD-HD criteria in ECI-4 parent scale was 17%, and in teacher scale was 32%. Frequency of c h i l d ren fulfill DSM-IV AD-HD criteria in parent CRS-R was 20%, and for teacher questionnaire was 23%. C o rrelations were significant among teacher ECI-4 and both teacher and parent CRS-R scales. Sensitivity and specificity of teacher and parent ECI-4 scales were not good. Frequency of ODD identified in pare n t ECI-4 scale was 5%, and for teacher 17%. Frequency of ODD in CRS-R for parents and teachers questionnaires was 17%. CD was not identified by parents in ECI-4 scale, but in teacher scale frequency was 14%. Conclusion: These facts support partially the use of ECI-4 screening of ADHD in Spanish-speaking pre s c h o o l children.KEY WORDS: preschool children, hyperactive children, disruptive behavior, screening.Tamizaje del trastorno por déficit de atención-hiperactividad y su co-morbilidad en pre e s c o l a re s mexicanos por el ECI-4: resultados preliminares RESUMEN -Objetivo: Examinar prospectivamente la utilidad del Inventario Temprano de la Niñez-4 (Early Childhood Inventory-4, ECI-4) para identificar el trastorno por déficit de atención-hiperactividad (TDAH), el trastorno desafiante-oposicional (TDO) y el trastorno de conducta (TC). Método: Una muestra de niños <6 años fue evaluada con el ECI-4 en un ambiente escolar y los resultados comparados con los de las Escalas de Conners (Conners Rating Scales-Revised, CRS-R) 6 meses mas tarde. La muestra consistió de 34 niños (20 niños, 14 niñas) seguidos pro s p e c t i v a m e n t e . Resultados: La frecuencia de niños que llenaron los criterios del DSM-IV para TDAH en la escala para padres del ECI-4 fue 17%, mientras que en la escala para maest ros fue 32%. La frecuencia de niños que llenaron los criterios del DSM-IV para TDA-H en la escala para p a d res CRS-R fue 20%, en la escala para maestros fue 23%. Se hallaron correlaciones significativas entre la escala para maestros del ECI-4 y las escalas para maestros y para padres de CRS-R. La sensibilidad y la especificidad de las escalas para maestros y padres del ECI-4 no fueron alentadoras. La frecuencia del TDO identificada en la escala para padres del ECI-4 fue 5% y en la escala para maestros fue 17%. La fre c u e n c i a del TDO en la escala para padres y para maestros CRS-R fue 17%. El TC no fue identificado por los padres con la escala del ECI-4, pero en la escala para maestros, la frecuencia fue de 14%. Conclusión: Los resultados obtenidos apoyan parcialmente el uso de las esca...

ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

“…[15][16][17][18][19][20][21] A review of the literature, including the multisite study of the efficacy of methylphenidate in preschool-aged children, revealed that the criteria could appropriately identify children with the condition. 11 However, there are added challenges in determining the presence of key symptoms.…”

Low quality of life scores in school children with attention deficit-hyperactivity disorder related to anxiety

“…ADHD diagnosis was carried-out in agreement with recommendations of the American Psychiatry Association guidelines 10 , as published by our work team elsewhere in a three-step level evaluation. The first step was the at-school suspicion and screening; the second was conducted by means of the DSM-IV-R questionnaire; and the third comprised the semi-structured multidisciplinary interview, taking into account the persistence of the disorder for a period >6 months of ADHD symptoms in at least two environments, such as school and home 2,11 . Children with ADHD were classified into the three recognized DSM-IV-R subtypes, as follows: ADHD Combined (-C), mainly with Inattention symptoms (-I), and mainly with Hyperactivity-impulsivity (-H).…”

Differential motor alterations in children with three types of attention deficit hyperactivity disorder

“…The diagnosis of ADHD was performed in agreement with recommendations of American Psychiatry Society guidelines 8 , in a three-step levels evaluation as follows; the first step was identification-at-school of children with a suspicion of ADHD by qualitative evaluation of teachers for their inattention and hyperactivity among the school population; the second was a screening conducted by means of the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-R), and the scale of Evaluation Deficit of Attention and Hyperactivity (EDAH), searching for those children fulfilling criteria for inattentive and hyperactivity according to normative data; at last, the third step, comprised the semi-structured multidisciplinary interview by means of the Diagnostic Interview for Children and Adolescents (Chronbach's alpha score among interviewers of 0.65-1.00, and test-retest confidence values of 0.78-0.86) 9 , taking into account persistence of the disorder for a period .6 months of ADHD symptoms in at least two environments, such as school and home. The interview was performed by neurologist, psychiatrist, psychologist, and teachers-parents opinions 2,10,11 . We studied only children with intelligence quotients .90 (Wechsler intelligence scale for children).…”

“…Attention deficit-hyperactivity disorder (ADHD) is an alteration that begins early in infancy and whose cardinal symptoms are inattention, hyperactivity, and impulsivity 1,2 . One of the main symptoms of ADHD in children is motor alterations manifested as restlessness and in other motor behaviors.…”