Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties

Aitken, Madison; Martinussen, Rhonda; Tannock, Rosemary

doi:10.1007/s10802-016-0188-y

Cited by 14 publications

(8 citation statements)

References 67 publications

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“…Findings in the child assessment literature suggest that different informants may confer different facets of psychopathology (De Los Reyes et al, 2015). For instance, whereas self-reported depression may best reflect current emotional distress (Fristad, Weller, Weller, Teare, & Preskorn, 1991;Lewis et al, 2014), observed internalizing symptoms from others (e.g., parents, teachers) may uniquely capture prospective depression risk in youth (Aitken, Martinussen, & Tannock, 2017;Cohen, So, Young, Hankin, & Lee, 2019). This may be why findings across teacher-reported internalizing symptoms and emotion liability/negativity were consistent in the present study, as both measures were indexing risk as opposed to current symptom levels.…”

Section: Discussionmentioning

confidence: 99%

The “Heart” of depression during early adolescence

Cohen

2019

Developmental Psychobiology

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This study examined the concurrent associations linking youths’ parasympathetic nervous system activity, specifically baseline respiratory sinus arrhythmia (RSA) and respiratory sinus arrhythmia reactivity (RSAR; vagal withdrawal), with youth depression risk in a community sample of young adolescents. Youth gender was examined as a moderator of associations. Participants included 100 youth (53% boys; M age = 11.05 years, SD = 0.33; 43% ethnic minorities), along with their mothers and teachers. Youth and mothers participated in a laboratory protocol involving a peer problem‐solving conversation, during which youths’ physiological activity was measured. Youth reported on their depressive symptoms. Teachers reported on youth depression risk via internalizing symptoms and emotion regulation (e.g., emotion lability/negativity). Results from regression analyses revealed that youths’ vagal withdrawal during the mother‐youth peer problem conversation was associated with lower youth‐reported depressive symptoms. Further, gender moderated the associations linking youth baseline RSA and RSAR with youth depression risk. Specifically, among girls but not boys, higher baseline RSA was associated with lower depressive symptoms and emotion lability/negativity, and higher RSAR (i.e., vagal withdrawal) was linked with lower internalizing symptoms. Findings contribute to the relatively small literature linking youth parasympathetic functioning with depression risk, and point to specific implications for girls.

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Section: Discussionmentioning

confidence: 99%

The “Heart” of depression during early adolescence

Cohen

2019

Developmental Psychobiology

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“…The primary outcome is the children's pathology according to the [(Caregiver-) Teacher Report Form (C-)TRF, caregiver/teacher version of the Child Behavior Checklist] score between baseline 2 (T2) and post treatment (T3) as well as between T2 and the 6-month follow-up (T4) after end of treatment (37, 38) as the literature shows that mentally ill parents can be biased in rating their children's symptoms (39). Further, teacher ratings have been shown to demonstrate greater predictive validity in the long term ratings (40). In comparison to shorter questionnaires [e.g., Strengths and Difficulties Questionnaire (SDQ) (41)], the CBCL also produces more variance.…”

Section: Methodsmentioning

confidence: 99%

COMPARE Family (Children of Mentally Ill Parents at Risk Evaluation): A Study Protocol for a Preventive Intervention for Children of Mentally Ill Parents (Triple P, Evidence-Based Program That Enhances Parentings Skills, in Addition to Gold-Standard CBT With the Mentally Ill Parent) in a Multicenter RCT—Part II

et al. 2019

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Background: Mental health problems are highly frequent, as well as being associated with enormous societal and economic costs and significant disability-adjusted life years. Children of parents with a mental illness (COPMI) are at a tremendously increased risk to develop disorders themselves. According to the literature, parental mental disorders launch a wave of risk factors that in turn predict the emergence of psychological problems in the offspring, and effective treatment of the parental disorder has been associated with reduced child psychopathology (launch and grow assumption). Furthermore, studies focusing on parent-child interaction demonstrate generally poorer parenting skills in parents with mental disorders, and the enhancement of such skills has been a significant mediator in improving child outcomes (parenting assumption). Objective: To implement a preventive intervention for COPMI with the aim of interrupting the transmission of mental disorders in children of a parent with mental disorders. An RCT will compare state-of-the-art cognitive behavioral therapy (CBT) for a parent with mental disorders to CBT plus the Positive Parenting Program (Triple-P), a well-established and evidence-based program that enhances parenting skills. Methods: A total of 634 patients seeking treatment in 8 outpatient clinics in Germany and their children will be included between January 2018 and April 2021 in the study. We use (clinical) interviews and self- as well as other-report questionnaires to assess the families at four main measurement points [T1: beginning of waiting period for psychotherapy treatment (duration of waiting period depends on usual waiting period in the study center: multiple baselines), T2: begin of parental psychotherapy, T3: post-assessment, T4: 6 months follow-up]. The total observation period will be 39 months. The patients will be randomly assigned to either the control condition (25 to 45 CBT sessions) or the experimental condition (25 to 45 CBT sessions + 10 Triple-P sessions). For evaluating the treatment process, the patients and clinicians will also be assessed after each treatment session. Furthermore, there will be a continuous assessment and report of adverse events during treatment. Discussion: This trial will be the first ever to address the launch and grow as well as the parenting assumption in one study and to establish effects of the two different interventions on children's health. Our study will also likely be the first one to provide data on the comparative cost-effectiveness and will therefore provide essential information relevant for the potential implementation of such programs. The structure of the RCT will allow us to establish effects of the parental disorder(s) with/without comorbidities on children's health, to test assumptions of the trans-generational transmission model of mental disorders and bi-directional influences of different treatments on the model and to analyze specific...

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“…Gleichzeitig ging es in der Studie um mögliche Auswirkungen von wahrgenommenen ADHS-Symptomen der Kinder durch die Lehrkräfte, sodass der Einsatz des SDQ angemessen scheint. Der SDQ stellt ein valides und international anerkanntes Instrument dar, bei dem insbesondere das Lehrkrafturteil hohe prognostische Validität besitzt (Aitken, Martinussen & Tannock, 2017…”

Section: Limitationenunclassified

„Die Entwicklung von ADHS-Symptomen und Schulnoten im Verlauf der späten Grundschulzeit“

Schmiedeler

Segerer

Schneider

2023

Zeitschrift für Pädagogische Psychologie

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Zusammenfassung. Der Zusammenhang zwischen ADHS-Symptomen und schulischen Problemen ist vielfach belegt. Dabei ist denkbar, dass nicht nur ADHS-Symptome die schulische Entwicklung beeinflussen, sondern auch, dass Leistungsbewertungen Effekte auf ADHS-Symptome ausüben können. Daher untersuchten wir den reziproken Zusammenhang von ADHS-Symptomen nach Lehrerurteil und Schulnoten im Fach Deutsch während der dritten und vierten Klassenstufe. Um querschnittliche und längsschnittliche Zusammenhänge der Diskrepanz von objektiven Leistungswerten und Schulnoten mit späteren ADHS-Symptomen abzubilden, wurden die Schulnoten der Kinder mithilfe standardisierter Lese- und Rechtschreibtests kontrolliert. Die Daten wurden im Rahmen des Projekts „Schulreifes Kind“ in 42 Schulen in Baden-Württemberg erhoben ( N = 1777) und mithilfe eines „Cross-Lagged-Panel-Designs“ modelliert. Die Ergebnisse bestätigen eine signifikante querschnittliche Korrelation zwischen behavioralen ADHS-Symptomen und Deutschnoten ( r = .25, ADHS geht mit schlechteren Noten einher) sowie einen bedeutsamen längsschnittlichen Effekt von ADHS-Symptomen in der dritten Klasse auf Schulnoten in der vierten Klasse bei Kontrolle von Alter, Geschlecht, Migrationshintergrund und akademischer Leistung (β = .06). ADHS-Symptome können sich tendenziell leicht notenverschlechternd auswirken. Gleichzeitig wurde ein längsschnittlicher Effekt der Noten auf die ADHS-Symptome der vierten Klasse nach Kontrolle des autoregressiven Effekts der ADHS-Symptome und der Schulleistungstests in der dritten Klasse sichtbar (β = .07). Bessere Deutschnoten gehen somit auch nach Kontrolle von Leistungswerten mit geringeren späteren ADHS-Werten einher.

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Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties

Cited by 14 publications

References 67 publications

The “Heart” of depression during early adolescence

The “Heart” of depression during early adolescence

„Die Entwicklung von ADHS-Symptomen und Schulnoten im Verlauf der späten Grundschulzeit“

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