DSM-IV AD/HD: Confirmatory Factor Models, Prevalence, and Gender and Age Differences Based on Parent and Teacher Ratings of Australian Primary School Children

Gomez, Rapson; Harvey, Jack; Quick, C.; Scharer, I.; Harris, G.

doi:10.1017/s0021963098003321

Cited by 91 publications

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“…Some focus on ADHD only, such as the ADHD Rating Scale IV DuPaul et al, 1997) or the DSM-IV ADHD Rating Scale (Gomez, Harvey, Quick, Scharer, & Harris, 1999). Still others, such as the parent and teacher versions of the Vanderbilt ADHD Diagnostic Rating scales (Wolraich, Feurer, Hannah, Baumgaertel, & Pinnock, 1998;Wolraich et al, 2003), assess both externalizing and internalizing disorders and include items targeting impairment as well.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms

et al. 2008

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To examine psychometric properties of the SNAP-IV, parent (N = 1,613) and teacher data (N = 1,205) were collected from a random sample of elementary school students in a longitudinal study on detection of attention deficit hyperactivity disorder (ADHD). Reliability, factor structure, predictive validity, and effect sizes (ES) for differences in ratings across age, gender, and race were examined. Performance as a screening and diagnostic tool was evaluated through calculation of likelihood ratios (LR) and posttest probabilities. Reliability of the parent and teacher SNAP-IV was acceptable. Factor structure was consistent with a two-factor solution of ADHD symptoms and a third ODD factor. Parent and teacher scores varied significantly by gender and poverty status (d = .49 to .56), but not by age; only teacher scores varied by race (d = .25 to .55). SNAP-IV parent and teacher ratings satisfactorily distinguished children by increasing levels of ADHD concerns, but only parent ratings by diagnostic status. Parent SNAP-IV scores above 1.2 increased the probability of concern (LR > 10) and above 1.8 of ADHD diagnosis (LR > 3). Teacher hyperactivity/impulsivity scores above 1.2 and inattention scores above 1.8 increased the probabilities of concern (LR = 4.2 and > 5, respectively), but teacher SNAP-IV scores did not usefully change the probability of diagnosis. Further research should address reasons for higher teacher scores for African American children and the differences in measurement models by race. Keywords assessment; attention deficit hyperactivity disorder; children; likelihood ratios; norms; SNAP-IV; reliability; validity Behavior rating scales as assessment tools for diagnosing attention deficit hyperactivity disorder (ADHD) based on the Diagnostic and Statistical Manual of Mental Disorders (DSM) have been used for many years, starting with the assessment of symptoms listed in the DSM-III (American Psychiatric Association, 1980) manual (Swanson, Sandman, Deutsch, & Baren, 1983). These scales have changed along with revisions in the DSM to match definitions of ADHD as a three-dimensional construct in DSM-III (APA, 1980), a unidimensional construct in the DSM-III-R (APA, 1987), and the current two-dimensional construct in the DSM-IV (APA, 1994) manual (Pillow, Pelham, Hoza, Molina, & Stultz, 1998). The rating scales are comparable in content (using either the exact DSM symptom NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript descriptions or variants slightly reworded to improve readability) and measurement approaches (four-point rating intervals) but differ in the assessment of comorbid disorders. Some focus on ADHD only, such as the ADHD Rating Scale IV DuPaul et al., 1997) or the DSM-IV ADHD Rating Scale (Gomez, Harvey, Quick, Scharer, & Harris, 1999). Still others, such as the parent and teacher versions of the Vanderbilt ADHD Diagnostic Rating scales (Wolraich, Feurer, Hannah, Baumgaertel, & Pinnock, 1998;Wolraich et al., 2003), assess both externalizing and internalizing ...

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Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms

et al. 2008

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“…Inattention or Hyperactivity/Impulsivity, respectively. In population studies diagnoses of AD/HDhyp are relatively rare, with a prevalence rate of only 0.2% in Australia (Gomez et al, 1999), compared to 1.6% and 0.6% for the AD/HDin and AD/HDcom subtypes respectively. Indeed, this is reflected in the papers reviewed here, with only two studies exclusively examining children with this subtype (Gomarus et al, 2009;Zhang et al, 2009), and a few including a small proportion of children with AD/HDhyp in mixed subtype samples (e.g.…”

Section: Introductionmentioning

confidence: 98%

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Johnstone

Barry

Clarke

2013

Clinical Neurophysiology

143

130

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This article reviews the event-related potential (ERP) literature in relation to attention-deficit/hyperactivity disorder (AD/HD) over the years [2002][2003][2004][2005][2006][2007][2008][2009][2010][2011][2012]. ERP studies exploring various aspects of brain functioning in children and adolescents with AD/HD are reviewed, with a focus on group effects and interpretations in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions. There has been a distinct shift in research intensity over the past 10 years, with a large increase in ERP studies conducted in the areas of inhibitory control and performance monitoring. Overall, the research has identified a substantial number of ERP correlates of AD/HD. Robust differences from healthy controls have been reported in early orienting, inhibitory control, and error-processing components. These data offer potential to improve our understanding of the specific brain dysfunction(s) which contribute to the disorder. The literature would benefit from a more rigorous approach to clinical group composition and consideration of age effects, as well as increased emphasis on replication and extension studies using exacting participant, task, and analysis parameters. • Research focus and intensity has been in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions.• Some consistent differences from healthy controls are emerging, but more emphasis on replication and extension studies is needed to increase the consistency and specificity of results. AbstractThis article reviews the event-related potential (ERP) literature in relation to attentiondeficit/hyperactivity disorder (AD/HD) over the years 2002 to 2012. ERP studies exploring various aspects of brain functioning in children and adolescents with AD/HD are examined, with a focus on group effects and interpretations in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions. There has been a distinct shift in research intensity over the past 10 years, with a large increase in ERP studies conducted in the areas of inhibitory control and performance monitoring. Overall, the research has identified a substantial number of ERP correlates of AD/HD. Robust differences from healthy controls have been reported in early orienting, inhibitory control, and error-processing components.These data offer potential to improve our understanding of the specific brain dysfunction(s) which contribute to the disorder. The literature would benefit from a more rigorous approach to clinical group composition and consideration of age effects, as well as increased emphasis on replication and extension studies using exacting participant, task, and analysis parameters.

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“…; [DSM-IV], American Psychiatric Association, 1994) The prevalence of attention deficit hyperactivity disorder (ADHD) has been found to be higher among boys and girls in many studies, although the male to female ratio is apparently smaller in population-based samples than in clinic samples (Barkley, 1998;Gomez, Harvey, Quick, Scharer, & Harris, 1999;Lahey, Miller, Gordon, & Riley, 1999;Szatmari, Offord, & Boyle, 1989). In addition, there is emerging evidence of sex differences among children who meet diagnostic criteria for ADHD.…”

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Sex Differences in Young Children Who Meet Criteria for Attention Deficit Hyperactivity Disorder

Hartung

Willcutt²,

Lahey³

et al. 2002

Journal of Clinical Child & Adolescent Psychology

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Examined sex differences in a mostly clinic-referred sample of 127 children (22 girls, 105 boys) who met Diagnostic and Statistical Manual of Mental Disorders (4th ed.; [DSM-IV], American Psychiatric Association, 1994) The prevalence of attention deficit hyperactivity disorder (ADHD) has been found to be higher among boys and girls in many studies, although the male to female ratio is apparently smaller in population-based samples than in clinic samples (Barkley, 1998;Gomez, Harvey, Quick, Scharer, & Harris, 1999;Lahey, Miller, Gordon, & Riley, 1999;Szatmari, Offord, & Boyle, 1989). In addition, there is emerging evidence of sex differences among children who meet diagnostic criteria for ADHD. In a meta-analysis, Gaub and Carlson (1997) summarized the literature on sex differences in ADHD. To be included in the meta-analysis, each study was required to include (a) data comparing boys with ADHD to girls with ADHD, (b) participants age 13 and younger who had intelligence scores above 70, and (c) at least 10 participants in each group. As of 1994, Gaub and Carlson found 18 studies that met these criteria. Gaub and Carlson's meta-analysis showed no significant differences between boys and girls with ADHD on measures of impulsivity, academic performance, social functioning, or fine motor skills. In contrast, girls with ADHD scored lower than boys with ADHD on measures of global intelligence, whereas boys with ADHD exhibited higher levels of hyperactivity. Consistent with Gaub and Carlson's finding of higher levels of hyperactivity among boys who meet criteria for ADHD than girls, recent reviews by Carlson, Shin, and Booth (1999) and Milich, Balentine, and Lynam (2001) suggest that a greater of

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DSM-IV AD/HD: Confirmatory Factor Models, Prevalence, and Gender and Age Differences Based on Parent and Teacher Ratings of Australian Primary School Children

Cited by 91 publications

References 0 publications

Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms

Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms

Ten years on: A follow-up review of ERP research in attention-deficit/hyperactivity disorder

Sex Differences in Young Children Who Meet Criteria for Attention Deficit Hyperactivity Disorder

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