Assessing Impairment in Childhood ADHD: Validation of the Parent and Teacher ADHD-FX Rating Scale in a Dual-Site Clinical Sample

Haack, Lauren M.; Gonring, Kelsey; Harris, Michael R.; Gerdes, Alyson C.; Pfiffner, Linda J.

doi:10.1177/1087054716659360

Cited by 10 publications

(10 citation statements)

References 28 publications

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“…Examples of items assessing impairment in the home setting, in the school setting, and with peers, respectively, include “[child] doesn’t effectively complete home routines/tasks (e.g., the morning routine, chores),” “[child] doesn’t pay attention to, follow, and/or obey teacher instructions,” and “[child] doesn’t respect peers’ personal space.” An overall impairment score, as well as three subscale scores for school, home, and peers may be created. The Spanish language version of the parent ADHD-FX Scale, which was completed by parents, has been shown to have adequate reliability, divergent and convergent construct validity, and cultural properties (Haack, Gonring, Harris, Gerdes, & Pfiffner, 2019). Teachers completed the English language version of the teacher ADHD-FX Scale (Haack et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…For example, a culturally sensitive measure of ADHD-related functional impairment has been developed and validated specifically for use with Latinos (Haack & Gerdes, 2016;. Early research found no significant relationships between the ADHD Functional Impairment Scale (ADHD-FX Scale) and Anglo or Latino acculturation, suggesting the appropriateness of this measure as part of a comprehensive ADHD assessment for Latino youth (Haack & Gerdes, 2016). …”

Section: Us Latino Youthmentioning

confidence: 99%

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Incremental Clinical Utility of ADHD Assessment Measures With Latino Families

et al. 2017

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Objective: This study examined the incremental clinical utility of parent and teacher reports of ADHD symptomatology and functional impairment in Latino youth, as well as parent and teacher agreement with the final clinical judgment on a diagnostic structured interview. Method: Participants included 70 Latino youth (47 males, 23 females; M age = 8.13 years, SD = 2.51 years) and their parents and teachers; 60 participants were diagnosed with ADHD. Correlations, percent agreement, kappas, and regressions were utilized. Results: Results demonstrated that teachers agreed with the final clinical judgment more often than did parents. Results additionally demonstrated that functional impairment did not statistically significantly improve diagnostic models already including ADHD symptoms; follow-up analyses were run and are discussed. Finally, results demonstrated that teacher reports statistically significantly improved diagnostic models already including parent reports. Conclusion: The current findings suggest the importance of including both parent and teacher reports of both ADHD symptomatology and functional impairment when assessing ADHD in Latino youth.

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Section: Methodsmentioning

confidence: 99%

Section: Us Latino Youthmentioning

confidence: 99%

Incremental Clinical Utility of ADHD Assessment Measures With Latino Families

et al. 2017

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“…It has demonstrated adequate reliability and convergent and divergent validity. 25 ADHD Impact Module-Child (AIM-C)…”

Section: Coas Evaluating Additional Conceptsmentioning

confidence: 99%

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

Markowitz¹,

Oberdhan²,

Ciesluk³

et al. 2020

NDT

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Purpose: Various clinical outcome assessments (COAs) are used in clinical research to assess and monitor treatment efficacy in pediatric attention-deficit/hyperactivity disorder (ADHD) trials. It is unclear whether the concepts assessed are those that are important to patients and their caregivers. The concepts measured by commonly used COAs in this population have not been explicitly compared. Methods: We conducted reviews of the qualitative literature to extract information on pediatric ADHD-related concepts reported by pediatric patients, parents, and teachers. Using these concepts, we developed a conceptual framework of pediatric ADHD using both the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria and the additional symptoms and behavioral impacts identified in the literature. We searched for COAs that have been used in pediatric ADHD research and mapped their items based on their conceptual underpinning. Results: Of the 27 COAs found in the empirical literature, 4 COAs assessed only DSM symptoms. The most comprehensive coverage of our conceptual framework was seen in the Swanson, Nolan, and Pelham Rating Scale-DSM-IV (SNAP-IV). Eighteen COAs were used in at least 1 clinical trial: ADHD-Rating Scale-IV (ADHD-RS-IV) was used most often (n=77), followed by SNAP-IV (n=50), Swanson, Kotkin, Agler, M-Flynn, and Pelham Scale (SKAMP; n=31), Weiss Functional Impairment Rating Scale (WFIRS; n=24), and Vanderbilt ADHD Diagnostic Rating Scale (VADRS; n=15). Conclusion: We identified symptoms and behavioral impacts from qualitative studies in pediatric ADHD that are not included in DSM-based criteria. Most COAs used in pediatric ADHD clinical trials measure only those symptoms listed in the DSM. While these COAs can measure symptom severity, they may not assess the full range of symptoms and impacts important to patients and their caregivers. Future research is needed to measure all concepts important to patients and caregivers within ADHD clinical trials.

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“…For purposes of the current study, a mean was computed for parent-report of functional impairment in the home and for teacher-report of functional impairment at school, with higher scores representing greater impairment. It is normed for youth aged 5 to 15 years and demonstrates sound psychometrics for both the English version (completed by teachers) and Spanish version (completed by parents; Haack, Gonring, Harris, Gerdes, & Pfiffner, 2016). In the current study, the measure displayed good reliability for parent-reported home impairment (Cronbach's α = .95) and teacher-reported school impairment (Cronbach's α = .94).…”

Section: Adhd-fx Scalementioning

confidence: 99%

Feasibility, Acceptability, and Preliminary Outcomes of a Culturally Adapted Evidence-Based Treatment for Latino Youth With ADHD

et al. 2019

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Objective: To advance our knowledge about the most effective way to treat Latino youth with ADHD, the current feasibility and pilot study compared a culturally adapted evidence-based treatment (CAT) for ADHD to standard evidence-based treatment (EBT).Method: Following a comprehensive ADHD assessment, 61 Latino families of school-aged children (mean age of 8 years) were randomly assigned to either CAT or standard EBT (i.e., parent management training).Results: CAT outperformed standard EBT when examining homework completion and mother-reported treatment satisfaction. Apart from two trends favoring CAT, CAT and EBT both resulted in significant improvements in parent-and teacher-reported ADHD symptoms and functional impairment, as well as motherand father-reported parental functioning.Conclusion: CAT outperformed standard EBT when examining several engagement and acceptability outcomes. CAT and EBT were equally effective when examining traditional treatment outcomes, which is impressive considering the robustness of standard EBT, especially when delivered by culturally competent staff.

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Assessing Impairment in Childhood ADHD: Validation of the Parent and Teacher ADHD-FX Rating Scale in a Dual-Site Clinical Sample

Cited by 10 publications

References 28 publications

Incremental Clinical Utility of ADHD Assessment Measures With Latino Families

Incremental Clinical Utility of ADHD Assessment Measures With Latino Families

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

Feasibility, Acceptability, and Preliminary Outcomes of a Culturally Adapted Evidence-Based Treatment for Latino Youth With ADHD

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