Internal and External Validity of Self-Report and Parent-Report Measures of Sluggish Cognitive Tempo in South Korean Adolescents

Jung, So-Hee; Lee, SoYean; Burns, G. Leonard; Becker, Stephen P.

doi:10.1007/s10862-020-09821-8

Cited by 23 publications

(32 citation statements)

References 39 publications

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“…Recent studies support the reliability (internal consistency, test-retest, interrater), invariance (like-item loadings and thresholds across a one-month interval and sex of rater), and validity of CABI scale scores (Başay et al, 2021;Burns, Geiser, et al, 2020;Burns, Preszler, et al, 2020;Burns, Servera, et al, 2021;Jung et al, 2020;Navarro-Soria et al, 2020;Sáez et al, 2019;Servera et al, 2018). For example, with a nationally representative sample of kindergarten to sixth grade United States children (Burns, Preszler, et al, 2020), the reliability coefficients (omega) for the CABI scale scores ranged from .89 (callous-unemotional) to .97 (ADHD-IN) with identical values for boys and girls.…”

Section: Reliability and Validity Of Cabi Scale Scoresmentioning

confidence: 95%

“…The validity of CABI scale scores has mostly involved factor and structural regression analyses (e.g., convergent and discriminant validity of items with factors, the discriminant validity of factors, different first-order and unique relationships of SCT and ADHD-IN factors with a variety of other symptom and impairment factors, see Başay et al, 2021; Becker et al, 2020; Burns & Becker, 2019; Jung et al, 2020; Sáez et al, 2019; Servera et al, 2018). Two studies (Burns, Preszler, et al, 2020; Burns, Servera, et al, 2021), however, also demonstrated convergent and discriminant validity of child mental disorder diagnoses with CABI scale scores (e.g., a parent self-report of a child’s depression diagnosis had a d value of 1.72 with CABI depression scale scores with d values for other CABI scale scores with the depression diagnosis ranging from .35 [callous-unemotional] to 1.37 [friendship difficulties]).…”

Section: Reliability and Validity Of Cabi Scale Scoresmentioning

confidence: 99%

“…Other rating scales often use different rating intervals for home (e.g., 6 months) and school (e.g., 1-month) versions, thus making comparisons more difficult. Eighth, in addition to the English version of the CABI (Becker et al, 2020; Burns, Preszler, et al, 2020) there are also Korean, Spanish, and Turkish versions (Başay et al, 2021; Burns, Servera, et al, 2021; Jung et al, 2020). The English version includes nationally representative norms for kindergarten to sixth-grade U.S. children with mother ratings (Burns, Preszler, et al, 2020) with the Spanish version including local norms for third- to sixth-grade children with mother, father, and teacher ratings (Burns, Servera, et al, 2021).…”

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confidence: 99%

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Convergent and Discriminant Validity of the Child and Adolescent Behavior Inventory Scale Scores With Well-Established Psychopathology and Academic Achievement Measures in Adolescents With ADHD

Burns

Becker

2021

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The convergent and discriminant validity of the parent version of the Child and Adolescent Behavior Inventory (CABI) symptom and impairment scale scores were evaluated with the scale scores from multiple methods including a semistructured diagnostic interview, rating scales, and an academic achievement test. Participants were 82 adolescents (70% male, 78% non-Hispanic White) aged 13 to 17 years ( M = 15.01) diagnosed with attention-deficit/hyperactivity disorder (77% predominantly inattentive presentation) and parents. CABI scale scores showed moderate ( rs = .42 to .49) to substantial ( rs = .62 to .91) convergent correlations with scores from similar measures. CABI scale scores also showed significant discriminant validity (convergent correlation significantly larger than discriminant correlation) with the scores on the other measures. These findings provide additional support for use of the CABI in research and clinical practice, and copies of the scale and norms are freely available.

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Section: Reliability and Validity Of Cabi Scale Scoresmentioning

confidence: 95%

Section: Reliability and Validity Of Cabi Scale Scoresmentioning

confidence: 99%

mentioning

confidence: 99%

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Convergent and Discriminant Validity of the Child and Adolescent Behavior Inventory Scale Scores With Well-Established Psychopathology and Academic Achievement Measures in Adolescents With ADHD

Burns

Becker

2021

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“…Studies with samples from Brazil, South Korea, Spain, Thailand, Turkey, and the United States support the reliability (internal consistency, test-retest, and interrater), invariance (invariance of loadings and thresholds across mother and father ratings of the same child, community, and clinical samples, and 4-week test-retest interval), 1 and validity of CABI scale scores (Başay et al, 2021;Becker et al, 2020;Burns, Preszler, et al, 2021;Burns, Servera, et al, 2021;Jung et al, 2021;Servera et al, 2018). Findings relevant to this study involve mother with father, mother with teacher, father with teacher, and teacher with teacher factor correlations for the same CABI scale (convergent validity factor correlations from a first-order correlated factors model, Bernad et al, 2016;Burns et al, 2008Burns et al, , 2014Burns et al, , 2017Sáez et al, 2019).…”

Section: Psychometric Properties Of Cabi Scale Scoresmentioning

confidence: 95%

“…Seventh, the scale can be used with a wide age range (kindergarten through 12th grade). Eighth, in addition to English (Burns, Preszler, et al, 2021) and Spanish (Burns, Servera, et al, 2021) versions of the CABI, there are also Korean (Jung et al, 2021) and Turkish (Başay et al, 2021) versions. The English version includes nationally representative norms for kindergarten to sixth-grade children with mother ratings (Burns, Preszler, et al, 2021) with the Spanish version including local norms for third- to sixth-grade children with mother, father, and teacher rating (Burns, Servera, et al, 2021).…”

Section: Features Of Child and Adolescent Behavior Inventorymentioning

confidence: 99%

Consistency and source specificity of symptom ratings for Child and Adolescent Behavior Inventory Scales with mother, father, and teacher ratings of Spanish children.

Burns¹,

Geiser²,

Servera³

et al. 2022

Psychological Assessment

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The study determined consistency relative to a reference source (convergent validity for nonreference sources with a reference source) and specificity for nonreference sources in true score variance in Child and Adolescent Behavior Inventory (CABI) ADHD-inattentive (IN), ADHD-hyperactive/impulsive (HI), sluggish cognitive tempo (SCT), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), depression, anxiety, academic impairment, and social impairment scale scores. A multiple indicator by single trait by correlated (methods—1) model with indicator-specific trait factors was used to evaluate CABI scale scores with mother, father, and teacher ratings of 2,142 Spanish children (49.49% girls; ages 8–13). Mother ratings served as the reference source with father and teacher ratings serving as nonreference sources. Father with mother ratings showed substantial convergent correlations for each CABI scale (.73 to .90). Teacher with mother ratings showed a substantial convergent correlation for academic impairment (.72), strong convergent correlations for ADHD-IN (.57), ADHD-HI (.46), SCT (.52), and depression (.46), and small-to-moderate convergent correlations for ODD (.33), LPE (.24), and anxiety (.22) scales. Source independent and context-specific measures with appropriate content validity for home and school settings are required to better understand the greater variability in consistency from teacher to mother ratings. These results provide new information for the use of the CABI with multiple sources. In addition, the study indicates how a multiple indicator by single trait by correlated (methods—1) model with indicator-specific trait factors can be used to better understand multiple source ratings of child and adolescent psychopathology and adjustment.

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Examining cognitive disengagement syndrome in a psychiatric outpatient sample: Psychometric support and associations with internalizing symptoms and sleep problems

Yucens,

Basay,

Buber

et al. 2024

J Clin Psychol

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ObjectiveThe internal (structural) and external validity of a self‐report measure of cognitive disengagement syndrome (CDS, formerly sluggish cognitive tempo) relative to a self‐report measure of attention‐deficit/hyperactivity disorder‐inattention (ADHD‐IN) was evaluated with adults from university outpatient psychiatric clinics in Turkey.MethodsA total of 274 outpatients (75.9% women; ages 18–64 years; Mage = 31.06; SDage = 10.84; 50.4% anxiety disorders; 41.6% depressive disorders; 2.9% ADHD; 1.5% sleep disorders; 0.7% eating disorders; 2.9% no mental disorder) completed self‐report measures of CDS, ADHD‐IN, ADHD‐hyperactivity/impulsivity (HI), sleep problems, depression, and stress.ResultsAll 15 CDS symptoms measured by the Adult Concentration Inventory (ACI) showed convergent (moderate to high loadings on the CDS factor) and discriminant (loading close to zero on the ADHD‐IN factor) validity. CDS also showed stronger first‐order and unique associations than ADHD‐IN with sleep problems, depression, anxiety, and stress, whereas ADHD‐IN showed stronger first‐order and unique associations than CDS with ADHD‐HI.ConclusionThis is the first study to provide support for the scores from this 15 item self‐report measure of CDS by the ACI in a clinical sample of adults, with findings consistent with previous studies examining parent and teacher rating scale measures with the same 15 CDS symptoms. These findings provide additional support for usefulness of these 15 CDS symptoms as measured by the ACI to study CDS across various cultures.

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Internal and External Validity of Self-Report and Parent-Report Measures of Sluggish Cognitive Tempo in South Korean Adolescents

Cited by 23 publications

References 39 publications

Convergent and Discriminant Validity of the Child and Adolescent Behavior Inventory Scale Scores With Well-Established Psychopathology and Academic Achievement Measures in Adolescents With ADHD

Convergent and Discriminant Validity of the Child and Adolescent Behavior Inventory Scale Scores With Well-Established Psychopathology and Academic Achievement Measures in Adolescents With ADHD

Consistency and source specificity of symptom ratings for Child and Adolescent Behavior Inventory Scales with mother, father, and teacher ratings of Spanish children.

Examining cognitive disengagement syndrome in a psychiatric outpatient sample: Psychometric support and associations with internalizing symptoms and sleep problems

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