Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?

Ferrer, Manuel Soriano; Félix-Mateo, V.; Begeny, John C.

doi:10.1016/j.sbspro.2014.04.281

Cited by 13 publications

(24 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The general literature on interrater agreement on the BRIEF clinical scales indicates large discrepancies between ratings (Mahone et al, 2002; McCandless and O' Laughlin, 2007; McCurdy et al, 2016; Steward et al, 2017). However, a few have reported significant agreement both in samples of children with ADHD (Schneider et al, 2019; Soriano‐Ferrer et al, 2014) and typically developing children (Gioia et al, 2000). Several factors may explain the discrepancies between parent and teacher reports.…”

Section: Discussionmentioning

confidence: 99%

“…The use of multiple raters in a clinical diagnosis is important as different observers allow for a more complete view of a child, yet almost no research exists analyzing the concordance between raters of children with histories of prenatal alcohol exposure. In children with ADHD, agreement between parent and teacher reports has been mixed with some finding agreement between the 2 reporters (Schneider et al, 2019; Soriano‐Ferrer et al, 2014), while many others report no agreement (Blake‐Greenberg, 2003; Kenealy, 2002; Mares et al, 2007). In general, teachers report overall increased severity of executive functioning impairments in children with ADHD compared to parent ratings (Mares et al, 2007; Soriano‐Ferrer et al, 2014).…”

Section: Study Aimsmentioning

confidence: 99%

“…In children with ADHD, agreement between parent and teacher reports has been mixed with some finding agreement between the 2 reporters (Schneider et al, 2019; Soriano‐Ferrer et al, 2014), while many others report no agreement (Blake‐Greenberg, 2003; Kenealy, 2002; Mares et al, 2007). In general, teachers report overall increased severity of executive functioning impairments in children with ADHD compared to parent ratings (Mares et al, 2007; Soriano‐Ferrer et al, 2014). Ratings of attention completed by multiple teachers of the same child were in greater agreement relative to parent evaluation (Efstratopoulou et al, 2013), further underlining the clinical usefulness of evaluations that use multi‐informant ratings, as children may be exhibiting varying behaviors across differing environments.…”

Section: Study Aimsmentioning

confidence: 99%

See 2 more Smart Citations

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

Bernes

Villodas

Coles

et al. 2021

Alcoholism Clin & Exp Res

View full text Add to dashboard Cite

Background Rating scales are designed to complement traditional performance‐based measures, and both can provide useful information about the functioning of youth with histories of prenatal alcohol exposure. Few studies, however, have compared ratings from multiple informants or the relationship between these subjective rating scale scores and the objective results from laboratory performance‐based scales. Methods The current study addressed both of these questions in 3 study groups: children with histories of prenatal alcohol exposure (n = 47), attention‐deficit/hyperactivity disorder (ADHD; n = 41), and typically developing controls (CON; n = 73). All subjects completed a standardized neuropsychological test battery, including laboratory measures of executive functioning and a self‐report measure of executive function behaviors. Parents and teachers completed corresponding rating scales of executive function behaviors for each subject. This study assessed the relationship between these behavior rating scales and corresponding neuropsychological tests, and interrater agreement among the multiple informants. Results Weak correlations were found between the rating scales and laboratory measures, indicating poor convergent validity for the behavior rating scale. Interrater reliability was found but it differed by group. Agreement was found between parent and teacher ratings for children with prenatal alcohol exposure, whereas teacher–child agreement was found for those with ADHD. Conclusions Findings from this study indicate that behavior ratings can be used to supplement laboratory measures but may not be measuring cognitive abilities regardless of whether a clinical diagnosis is present. A multimethod approach should be used when measuring skills in this domain. This was one of the first studies to examine cross‐informant agreement in a sample of children with prenatal alcohol exposure. Further research is necessary to understand why interrater agreement differed for children with prenatal alcohol exposure and those with ADHD.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Study Aimsmentioning

confidence: 99%

Section: Study Aimsmentioning

confidence: 99%

See 1 more Smart Citation

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

Bernes

Villodas

Coles

et al. 2021

Alcoholism Clin & Exp Res

View full text Add to dashboard Cite

show abstract

“…Neuropsychological research on LD involving visual memory have been focused mainly on children who present nonverbal LD, one of the most important of which is visuospatial impairment (Mammarella, Lucangeli, & Cornoldi, 2010;Garcia, Mammarella, Tripodi, & Cornoldi, 2014), in which a lower performance is obtained in tests relying on visuospatial memory than in those requiring verbal abilities (Lindell & Rasmusen, 2005;Narimoto, Matsura, Takezawa, Mitsuhashi & Hiratani, 2013;Willis, Goldbart, & Stansfield, 2014). These impairments are especially prevalent when the information must be activated and processed in order to perform complex visual tests (Mammarella & Pazzaglia, 2010), and also have repercussions on mathematical activities such as solving arithmetic and geometric problems (Brankaer, Ghesquiere, & De Smedt, 2014;Bull, Espy, & Wiebe, 2008;Mammarella, Giofre, Ferrara, & Cornoldi, 2013;Passolunghi, 2006;Semrud-Clikeman, Walkowiak, Wilkinson, & Butcher, 2010) as well as a great impact reading disorders (Werpup-Stuewe & Petermann, 2015).…”

Section: Memoriamentioning

confidence: 99%

Visual Memory Test based on Snodgrass Pictures (VMT-SP): a New Neuropsychological Measure of Visual Memory on Children with Learning Disabilities

et al. 2019

View full text Add to dashboard Cite

Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long-term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother’s level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD.

show abstract

“…A review of eighteen studies by Pennington and Ozonoff (1996) concluded that executive functions deficits were consistently associated with ADHD, in both community and referred samples of children and adolescents with this disorder. A meta-analysis of 83 studies of executive functions in ADHD (Willcutt et al, 2005) found that children and adolescents with ADHD exhibited significant deficits compared to those without ADHD in neuropsychological measures of executive functions (inhibitory control, vigilance, planning, verbal and spatial working memory, and cognitive flexibility), with effect sizes ranging from 0.46 to 0.69 (Soriano-Ferrer, Félix-Mateo, & Begeny, 2014).…”

Section: Introductionmentioning

confidence: 99%

Development of Executive Functions in 5- to 12- Years old Iranian Children with and without ADHD

Abedi¹,

Aghababaei²,

Zadeh³

et al. 2014

JEDP

View full text Add to dashboard Cite

The aim of this research was to investigate the development of executive functions in children with and without ADHD of preschools and primary schools. The population included the male and female children with and without ADHD that were 5 to 12 years old in Iran. Therefore among each age group, 60 subjects (15 girls without ADHD, 15 boys without ADHD, 15 girls with ADHD and 15 boys with ADHD) were selected. Children without ADHD were selected by multistage cluster random sampling and ADHD children were selected by clinicians and Conner's parental questionnaire. The instruments that have been used are Conner's parental questionnaire and NEPSY tower test. The results showed a significant differences in executive functions scores between children with and without ADHD at different age groups, But gender differences was not significant. The results reveal that the development of executive functions in children with and without ADHD is rising, but this development has a significant difference in children with and without ADHD which is the noticeable lower performance of ADHD children. Nevertheless, there is no significant difference between male and female groups with and without ADHD.

show abstract

Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?

Cited by 13 publications

References 16 publications

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

Visual Memory Test based on Snodgrass Pictures (VMT-SP): a New Neuropsychological Measure of Visual Memory on Children with Learning Disabilities

Development of Executive Functions in 5- to 12- Years old Iranian Children with and without ADHD

Contact Info

Product

Resources

About