Assessment of ADHD in children and adolescents

Stein, Mark A.; Hans, Laura; Nanayakkara, Sonali

doi:10.1017/cbo9781139035491.020

Cited by 2 publications

(1 citation statement)

References 58 publications

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“…Additionally, rating scales can be valuable in the assessment context because they can be used to record and monitor low-frequency but important behavior over the long term, or identify specific events in multiple settings that might not be captured by other assessment methods (Stein et al, 2015, Whitcomb, 2018). Finally, the Bland and Altman plots allowed easy visualization of the agreement between raters evaluating the same variable in different contexts.…”

Section: Discussionmentioning

confidence: 99%

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder

Krieger

Campos

Peró‐Cebollero

2019

International Journal of Clinical and Health Psychology

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Background/Objective Though most children with Attention Deficit Hyperactivity Disorder (ADHD) show difficulties in behavioral measures of executive functions (EF), few studies have examined interrater agreement in these measures.Objective: To analyze the agreement between parents, teachers and self-reports of behavioral EF in adolescents with ADHD and controls. Method: A sample of 118 adolescents (75 with ADHD and 43 controls) was rated by parents, teachers and the adolescents themselves using the Comprehensive Executive Function Inventory. The intraclass correlation coefficient (ICC) and Bland and Altman methods were used to evaluate agreement. Results: The ICC between parents, teachers and self-report was poor or moderate in the group with ADHD; in the control group the agreement was fair to good. The Bland and Altman graphs show that, in the control group, most of the scores are below to the clinical cut-off point, while in the group with ADHD they are above. Conclusions: Agreement between all raters was low. Parents, teachers and adolescents agreed on the absence of deficits in behavioral EF in the control group, and on the presence of deficits in the group with ADHD, although they did not agree on the frequency of these deficits.

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Section: Discussionmentioning

confidence: 99%

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder

Krieger

Campos

Peró‐Cebollero

2019

International Journal of Clinical and Health Psychology

View full text Add to dashboard Cite

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Psychoeducation and Family Intervention by Parents of Children with Attention Deficit Hyperactive Disorder: A Comprehensive Review

Sin

Cheng²

2022

JCSHD

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Attention Deficiency Hyperactive Disorder (ADHD) is a neurodevelopmental disorder that encompasses attention deficit and/or hyperactivity-impulsive issues. Parents, teachers, and caregivers are responsible for identifying children with ADHD by observing their social and emotional behaviour, examining their retention ability, and identifying their learning problems to provide the necessary remediation. This comprehensive review of over 54 articles examining the effectiveness of psychoeducation and suitable home-based therapy for children with ADHD was published between 1987 and 2022. It analysed concrete strategies parents can apply in delivering constructive teaching and training techniques for their children with ADHD in the home setting. Findings showed that the parental role is crucial in helping children with ADHD to self-regulate, reducing symptoms and potential comorbidities of ADHD, overcoming learning disabilities and improving the parent-children relationship via psychoeducation and family intervention.

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Assessment of ADHD in children and adolescents

Cited by 2 publications

References 58 publications

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder

Psychoeducation and Family Intervention by Parents of Children with Attention Deficit Hyperactive Disorder: A Comprehensive Review

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