Childhood emotional and behavioral problems: reducing overdiagnosis without risking undertreatment

Batstra, Laura; Hadders‐Algra, Mijna; Nieweg, Edo H.; Tol, Donald van; Pijl, Sip Jan; Frances, Allen

doi:10.1111/j.1469-8749.2011.04176.x

Cited by 53 publications

(34 citation statements)

References 22 publications

(27 reference statements)

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“…This outcome, together with the increased prevalence of students with psychiatric disorders (e.g., attention deficit/hyperactivity disorder) (Batstra et al, 2012), shows a need for future research focusing on students with behaviour problems. Although we found only a few studies in which attitudes towards different types of disabilities were examined, it is reasonable to believe that peers are especially negative towards students with behaviour problems.…”

Section: Discussionmentioning

confidence: 99%

Students’ Attitudes towards Peers with Disabilities: A review of the literature

Boer

Pijl

Minnaert

2012

International Journal of Disability, Development and Education

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187

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The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students' attitudes, and the relationship between students' attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were described in terms of negative, neutral or positive according to three attitude components (cognitive, affective and behavioural). The results show that students generally hold neutral attitudes towards peers with disabilities. Several variables were found relating to their attitudes (i.e., gender, age, experience with and knowledge about disabilities, parental influence). Moreover, the results indicate that attitudes of peers relate to the social participation of students with disabilities. Implications of the findings are discussed in terms of promoting positive attitudes of peers.

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Section: Discussionmentioning

confidence: 99%

Students’ Attitudes towards Peers with Disabilities: A review of the literature

Boer

Pijl

Minnaert

2012

International Journal of Disability, Development and Education

Self Cite

187

124

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“…The question is whether in these mild cases the merits of a confirmed diagnosis—such as acknowledgement of problems and access to help—outweigh possible demerits. Some known disadvantages of a diagnosis are: low teacher and parent expectations that become self-fulfilling prophecies (Pygmalion/Golem effect); prejudice and stigmatization of diagnosed children; children applying stereotypes to themselves, leading to self-stigma and low self-esteem; decline of self-efficacy; a less effective and potentially counter-effective focus on fixed traits instead of behaviours; a more passive role towards problems; difficulties getting life and disability insurances later on in life; and the risk of overlooking contextual, social and societal explanations, due to the specious explanation offered by labelling (Batstra et al, 2012; Cimpian, Arce, Markman, & Dweck, 2007; Heyman & Dweck, 1992; Kamins & Dweck, 1999; Mehta & Farina, 1997; O’Rourke, Haimovitz, Ballweber, Dweck, & Popović, 2014). For these reasons caution is advisable when considering psychiatric classifications for children.…”

Section: A Diagnosis Can Be Harmful For Childrenmentioning

confidence: 99%

ADHD: a critical update for educational professionals

Meerman

Batstra

Grietens

et al. 2017

International Journal of Qualitative Studies on Health and Well

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A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These “need to knows” show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also—and justifiably better—be framed as part of education’s primary mission of professionalized socialization.

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“…2,3 Prevalence estimates of ADHD within and between countries often vary widely, 4 and reports of increases in prevalence 5 further fuel the controversy. Prevalence estimates are important because high estimates are often widely reported and provide anchors for parents and diagnosing clinicians.…”

mentioning

confidence: 99%

Prevalence of Attention-Deficit/Hyperactivity Disorder: A Systematic Review and Meta-analysis

et al. 2015

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BACKGROUND AND OBJECTIVE: Overdiagnosis and underdiagnosis of attention-deficit/hyperactivity disorder (ADHD) are widely debated, fueled by variations in prevalence estimates across countries, time, and broadening diagnostic criteria. We conducted a meta-analysis to: establish a benchmark pooled prevalence for ADHD; examine whether estimates have increased with publication of different editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM); and explore the effect of study features on prevalence.METHODS: Medline, PsycINFO, CINAHL, Embase, and Web of Science were searched for studies with point prevalence estimates of ADHD. We included studies of children that used the diagnostic criteria from DSM-III, DSM-III-R and DSM-IV in any language. Data were extracted on sampling procedure, sample characteristics, assessors, measures, and whether full or partial criteria were met. RESULTS:The 175 eligible studies included 179 ADHD prevalence estimates with an overall pooled estimate of 7.2% (95% confidence interval: 6.7 to 7.8), and no statistically significant difference between DSM editions. In multivariable analyses, prevalence estimates for ADHD were lower when using the revised third edition of the DSM compared with the fourth edition (P = .03) and when studies were conducted in Europe compared with North America (P = .04). Few studies used population sampling with random selection. Most were from single towns or regions, thus limiting generalizability. CONCLUSIONS: Our review provides a benchmark prevalence estimate for ADHD. If population estimates of ADHD diagnoses exceed our estimate, then overdiagnosis may have occurred for some children. If fewer, then underdiagnosis may have occurred.

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Childhood emotional and behavioral problems: reducing overdiagnosis without risking undertreatment

Cited by 53 publications

References 22 publications

Students’ Attitudes towards Peers with Disabilities: A review of the literature

Students’ Attitudes towards Peers with Disabilities: A review of the literature

ADHD: a critical update for educational professionals

Prevalence of Attention-Deficit/Hyperactivity Disorder: A Systematic Review and Meta-analysis

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