An evaluation of the validity of the diagnostic category of attention deficit disorder.

Rubinstein, Robert A.; Brown, Ronald T.

doi:10.1111/j.1939-0025.1984.tb01506.x

Cited by 69 publications

(23 citation statements)

References 26 publications

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“…Finally, a preliminary analysis of the attention deficit of children with ADHD-H or ADHD-C revealed no difference (p>0.05) between these groups with negligible to small effect sizes. The latter findings are consistent with previous results of a number of examinations which found no significant differences between subtypes of ADHD regarding a variety of functions including academic achievement and cognitive abilities such as attentional functioning (Goodyear and Hynd 1992;Carlson et al 1986;Maurer and Stewart 1980;Rubinstein and Brown 1984). At the time of the study, all children with ADHD were being treated with MPH and, according to parental and/or medical reports, were responding favorably to the medication.…”

Section: Participantssupporting

confidence: 88%

Effects of methylphenidate on multiple components of attention in children with attention deficit hyperactivity disorder

et al. 2006

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The present findings indicate that various aspects of attention are markedly impaired in children with ADHD. Treatment with MPH was accompanied by improvements in attention functions of small to moderate sizes. Although MPH-induced improvements were observed in a broad range of attention measures, children with ADHD who were on MPH treatment nevertheless displayed serious deficits in a number of components of attention.

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Section: Participantssupporting

confidence: 88%

Effects of methylphenidate on multiple components of attention in children with attention deficit hyperactivity disorder

et al. 2006

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“…Standard diagnostic procedures as outlined by Rubinstein and Brown (1984) and others (Barkley, 1981;Milich & Pelham, 1986;Rapport, Stoner, & DuPaul, 1985) were used to diagnose the sample of children with ADD/H. The children were evaluated by a team of clinical psychologists who conducted structured and unstructured interviews concerning the child's symptoms and the emotional climate in the home.…”

Section: Subjectsmentioning

confidence: 99%

Perceived Family Functioning, Marital Status, and Depression in Parents of Boys with Attention Deficit Disorder

Brown

Pacini

1989

J Learn Disabil

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The present study examined the perceptions of parents of children with attention deficit disorder with hyperactivity (ADD/H) regarding their family environment and depression in comparison with a clinical and a nondisabled control group. Parents of children with ADD/H perceived their family environment as less supportive and more stressful than did either the clinical or the nondisabled controls. Specifically, ADD/H parents viewed their families as having lower levels of interpersonal relationships than did either of the control groups. Ratings of depression for each of the parent groups indicated a greater frequency of depressive symptomatology among the parents of children with ADD/H. In addition, more parents of ADD/H children were separated or divorced. Correlation coefficients computed for the entire sample suggest differences between mothers' and fathers' depression and differences in their perceptions of the family. Recommendations are made for future research as well as the development of treatment programs to incorporate work with the parents of children with ADD/H.

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“…Hyperactive behavior such as excessive body and lower extremity movement appears to be an outcome behavior accompanying learning and behavior problems, and quite possibly a large proportion of the overactivity observed in school-aged children with learning and behavior problems may be due to avoidance reactions and apprehension. Although hyperactivity is the predominant behavior pattern precipitating referrals by parents and teachers, it is untenable as the only criterion used in diagnostic efforts (Rubenstein & Brown, 1984;Ullmann, Sleator, & Sprague, 1984).…”

Section: Discussionmentioning

confidence: 98%

“…Although no absolute criteria prevail, most researchers and clinicians agree that restlessness, inattention, impulsivity, and short attention span must be present for a diagnosis to be made (King & Young, 1982;Langhorne, Loney, Paternite, & Bechtoldt, 1976;Margalit, 1983;McGee, Williams, &Silva, 1985;Sprague, 1983;Thorley, 1984). Children identified as hyperactive or ADD have been described also as less responsive to treatment, as having pervasive difficulties adjusting to the social and academic demands of school, and as having secondary learning problems (Rosenthal & Allen, 1978;Rubenstein & Brown, 1984).…”

mentioning

confidence: 99%

Symptom Expression in Hyperactive Children

Schworm

Birnbaum

1989

J Learn Disabil

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Hyperactivity is typically diagnosed when children display overactivity, inappropriate inattention, and impulsivity during the school day when involved in tasks that require sustained and voluntary attention. However, distinguishing children with hyperactivity from children with other learning and behavior disorders is often difficult because of an overlap in symptom expression. Some studies have failed to find any factors associated only with the hyperactive syndrome. The present study compared the behavior of students diagnosed as hyperactive or having attention deficit disorder to students diagnosed as having learning disabilities. Symptoms associated with overactivity, inattention, and impulsivity of 19 hyperactive and 17 nonhyperactive (learning disordered) students were observed and counted using a direct diagnostic procedure following a momentary time sampling technique. Analyses revealed that differences between the groups were often qualitative rather than quantitative, and only a few symptoms distinguished one diagnosis from the other. Hyperactive students demonstrated more talking, unsystematic search, and motor impersistence than nonhyperactive students. Nonhyperactive students demonstrated more upper extremity movement and displayed more inattention when engaged in visual tasks than hyperactive students. The findings questioned the use of general categories of behavior such as overactivity to discriminate hyperactive from nonhyperactive students. Implications for diagnosis and the need for continued studies are reviewed.

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An evaluation of the validity of the diagnostic category of attention deficit disorder.

Cited by 69 publications

References 26 publications

Effects of methylphenidate on multiple components of attention in children with attention deficit hyperactivity disorder

Effects of methylphenidate on multiple components of attention in children with attention deficit hyperactivity disorder

Perceived Family Functioning, Marital Status, and Depression in Parents of Boys with Attention Deficit Disorder

Symptom Expression in Hyperactive Children

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