Diagnostic Utility of Two Commonly Used ADHD Screening Measures Among Special Education Students

Bussing, Regina; Schuhmann, Elena M.; Belin, Thomas R.; Widawski, Mel H.; Perwien, Amy R.

doi:10.1097/00004583-199801000-00020

Cited by 44 publications

(18 citation statements)

References 16 publications

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“…This finding supports the concurrent validity of the parent form of BRIEF, which has been reported by others (4,19,20). The patterns of correlation between BRIEF subscales and indices with CPRS and ADHD-RS suggest discriminative validity of the BRIEF rating to compare different types of ADHD.…”

Section: Discussionsupporting

confidence: 89%

Concurrent Validity of the Behavior Rating Inventory of Executive Function in Children with Attention Deficit Hyperactivity Disorder

Zarrabi¹,

Shahrivar²,

Doost³

et al. 2015

Iran J Psychiatry Behav Sci

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Background: Attention deficit hyperactivity disorder (ADHD) is a common psychiatric disorder in which impairment of executive functions plays an important role. Objectives: The main objective of this study was to assess the validity of the Behavior Rating Inventory of Executive Function (BRIEF) in children with ADHD. Patients and Methods: Thirty children, aged 7-12 years, attending the child and adolescent clinic of Roozbeh hospital and diagnosed with ADHD according to interview with a child and adolescent psychiatrist, formed our ADHD group. In contrast, thirty participants of the control group were selected from 7 to 12 year-old students according to Conners' Teacher/Parent Rating Scale and did not have ADHD. The kiddie schedule for affective disorders and schizophrenia-present and lifetime version-Persian version was also completed for all children to rule out other psychiatric disorders. After oral consent, parents of 60 children (ADHD = 30, control = 30), completed three questionnaires of ADHD-Rating Scale-IV, Conners' Parent Rating Scale-Revised: Short Version and BRIEF. Results: Children in ADHD group got higher scores than those in the control group in all subscales and indices of BRIEF (P < 0.001). There were also good correlations between subscales and indices of BRIEF and the two other rating scales (P < 0.001). Conclusion: BRIEF could be used as a valid tool to assess behavioral aspects of executive functions, especially to discriminate children with ADHD and normal ones.

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Section: Discussionsupporting

confidence: 89%

Concurrent Validity of the Behavior Rating Inventory of Executive Function in Children with Attention Deficit Hyperactivity Disorder

Zarrabi¹,

Shahrivar²,

Doost³

et al. 2015

Iran J Psychiatry Behav Sci

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“…In this study, gene environment interaction effects were found in relation to only one aspect of parenting; however, gene environment interactions were not identified for authoritative or permissive parenting. Although this finding concurs with previous work in pediatric TBI identifying environmental factors as critical determinants of long-term outcomes, 9,12,16,19–21 more work is needed to fully understand how various environmental factors interact with other injury- and non-injury characteristics in determining developmental changes after injury. More broadly, significant work is needed to understand how genetic information may be used to develop precision medicine 76,77 approaches for individuals after TBI.…”

Section: Discussionsupporting

confidence: 88%

“…5,8–18 Greater socioeconomic resources, more social supports, and better family functioning buffer or reduce the adverse effects of severe TBI on executive functions, behavior, and social and academic skills. 9,19–21 The consequences of TBI are more pronounced in younger than older children and vary across time post injury, as a function of both TBI severity and environmental factors. 16 Genetic factors have also been examined in relation to outcomes of pediatric TBI, with most studies focusing on the effects of Apolipoprotein E (APOE) genetic variants on survival and global functioning.…”

Section: Introductionmentioning

confidence: 99%

Catechol-O-Methyltransferase Genotypes and Parenting Influence on Long-Term Executive Functioning After Moderate to Severe Early Childhood Traumatic Brain Injury: An Exploratory Study

Kurowski

Treble‐Barna

Zang

et al. 2017

Journal of Head Trauma Rehabilitation

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Objective To examine Catechol-O-methyltransferase (COMT) rs4680 genotypes as moderators of the effects of parenting style on post injury changes in parent behavior ratings of executive dysfunction following moderate to severe early childhood traumatic brain injury (TBI). Setting Research was conducted in an outpatient setting. Participants Participants included children admitted to hospital with moderate to severe TBI (n = 55) or orthopedic injuries (OI; n = 70) between ages 3–7 years. Design Prospective cohort followed over seven years post injury. Main Measures Parenting Practices Questionnaire (PPQ) and the Behavior Rating Inventory of Executive Functioning (BRIEF) obtained at baseline, six, 12, and 18 months, and 3.5 and 6.8 years post injury. DNA was collected from saliva samples, purified using the Oragene (DNA Genotek, Ottawa, Ontario, Canada) OG-500 self-collection tubes, and analyzed using TaqMan (Applied Biosystems) assay protocols to identify the COMT rs4680 polymorphism. Results Linear mixed models revealed a significant genotype x parenting style x time interaction (F= 5.72, p = .02), which suggested the adverse effects of authoritarian parenting on post injury development of executive functioning were buffered by the presence of the COMT AA genotype (lower enzyme activity, higher dopamine levels). There were no significant associations of executive functioning with the interaction between genotype and authoritative or permissive parenting ratings Conclusion The lower activity COMT rs4680 genotype may buffer the negative effect of authoritarian parenting on long-term executive functioning following injury in early childhood. The findings provide preliminary evidence for associations of parenting style with executive dysfunction in children and for a complex interplay of genetic and environmental factors as contributors to decreases in these problems after traumatic injuries in children. Further investigation is warranted to understand the interplay among genetic and environmental factors related to recovery after TBI in children.

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“…Results of the screener utility analysis are provided elsewhere. 25 The ASQ is a 10-item instrument addressing behavioral problems frequently exhibited by children with ADHD.26 Total scores were standardized for age and sex, and T scores above 64 Children were classified as needing services for ADHD if they met diagnostic criteria for ADHD or were receiving treatment for ADHD but did not exhibit problems severe enough to meet diagnostic criteria for ADHD (since ADHD is a chronic health condition like asthma, in which successful treatment can ameliorate symptoms but will not cure the child of the underlying condition). Unmet need was defined as meeting DISC criteria for ADHD and not receiving treatment or medications for ADHD within the past 12 months.…”

Section: Methodsmentioning

confidence: 99%

Children in special education programs: attention deficit hyperactivity disorder, use of services, and unmet needs.

Bussing¹,

Zima²,

Perwien³

et al. 1998

Am J Public Health

137

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OBJECTIVES: Attention deficit hyperactivity disorder (ADHD), a common psychiatric condition, may impair a child's ability to learn and to form social relationships, tasks critical to healthy development. This study describes the prevalence of the disorder among children in special education programs and identifies the extent and predictors of unmet service needs. METHODS: A 2-stage screening protocol of a countywide population of second- through fourth-grade students in special education was conducted to (1) screen for ADHD, employing standardized parent and teacher questionnaires, and determine health services use (n = 499) and (2) perform diagnostic assessments of ADHD (n = 318). RESULTS: Almost half of the children qualified for a diagnosis of ADHD, yet only half of those were reportedly receiving care for the condition, mainly in the general health care sector. Girls were more than 3 times as likely as boys to have unmet service needs; minority status, low income, and health maintenance organization coverage also emerged as possible risk factors for unmet service needs. CONCLUSIONS: ADHD is a common yet often untreated condition among children in special education. Mental health services for children with this disorder should be integrated with general health care and special education programs.

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Diagnostic Utility of Two Commonly Used ADHD Screening Measures Among Special Education Students

Cited by 44 publications

References 16 publications

Concurrent Validity of the Behavior Rating Inventory of Executive Function in Children with Attention Deficit Hyperactivity Disorder

Concurrent Validity of the Behavior Rating Inventory of Executive Function in Children with Attention Deficit Hyperactivity Disorder

Catechol-O-Methyltransferase Genotypes and Parenting Influence on Long-Term Executive Functioning After Moderate to Severe Early Childhood Traumatic Brain Injury: An Exploratory Study

Children in special education programs: attention deficit hyperactivity disorder, use of services, and unmet needs.

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