Mother, Father, and Teacher Agreement on Disruptive Mood Dysregulation Disorder Symptoms in Children with Psychiatric Disorders

Mayes, Susan Dickerson; Waxmonsky, James

doi:10.4172/2471-4372.1000123

Cited by 7 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A recent study showed poor agreement between informants on the presence of DMDD symptoms. 33 Mothers and fathers reported a substantially higher percentage of children with elevated DMDD symptoms (30% and 25%), as compared to teachers (12%). It seems prudent to obtain ratings from both parents and teachers, which is particularly important for disorders like DMDD that have DSM-5 cross-setting diagnostic requirements.…”

Section: Assessment Methods For Dmddmentioning

confidence: 91%

“…Gathering information from the child and parent, as well as from those adults who work with the child in a setting where they are frequently symptomatic (eg, teachers) is advised. A recent study showed poor agreement between informants on the presence of DMDD symptoms 33. Mothers and fathers reported a substantially higher percentage of children with elevated DMDD symptoms (30% and 25%), as compared to teachers (12%).…”

Section: Assessment Methods For Dmddmentioning

confidence: 94%

See 1 more Smart Citation

Disruptive mood dysregulation disorder: current insights

Baweja¹,

Mayes²,

Hameed³

et al. 2016

NDT

View full text Add to dashboard Cite

Disruptive mood dysregulation disorder (DMDD) was introduced as a new diagnostic entity under the category of depressive disorders in Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). It was included in DSM-5 primarily to address concerns about the misdiagnosis and consequent overtreatment of bipolar disorder in children and adolescents. DMDD does provide a home for a large percentage of referred children with severe persistent irritability that did not fit well into any DSM, Fourth Edition (DSM-IV) diagnostic category. However, it has been a controversial addition to the DSM-5 due to lack of published validity studies, leading to questions about its validity as a distinct disorder. In this article, the authors discuss the diagnostic criteria, assessment, epidemiology, criticism of the diagnosis, and pathophysiology, as well as treatment and future directions for DMDD. They also review the literature on severe mood dysregulation, as described by the National Institute of Mental Health, as the scientific support for DMDD is based primarily on studies of severe mood dysregulation.

show abstract

Section: Assessment Methods For Dmddmentioning

confidence: 91%

Section: Assessment Methods For Dmddmentioning

confidence: 94%

Disruptive mood dysregulation disorder: current insights

Baweja¹,

Mayes²,

Hameed³

et al. 2016

NDT

View full text Add to dashboard Cite

show abstract

“…Previous studies of community and clinical children report higher ratings by parents than teachers for anxiety and depression (Mattison et al, 2007;Mattison & Mayes, 2012;Sollie et al, 2013;Stone et al, 2013;van der Ende et al, 2012) and for externalizing problems, including ADHD, oppositional behavior, conduct problems, and bullying (Crane et al, 2011;Dinnebeil et al, 2012;Gadow & Drabick, 2012;Harvey et al, 2013;Mattison & Mayes, 2012;Sollie et al, 2013;Stone et al, 2013, Strickland et al, 2012van der Ende et al, 2012;Winsper et al, 2012). Two studies using children from the same sample as the present study and the same measurement instrument (PBS) showed that for disruptive mood dysregulation disorder symptoms (irritability and tantrums) and for bullying, mother ratings were significantly higher than father ratings and both mother and father ratings were significantly higher than teacher ratings (Mayes, Calhoun, Siddiqui, et al, 2017;Mayes et al, 2016). Likewise, in comparison to teachers, parents report significantly more symptoms of autism (Kamio et al, 2013;Mayes & Lockridge, 2018;Posserud et al, 2006) and victimization by bullying (Mayes, Calhoun, Siddiqui, et al, 2017;Winsper et al, 2012).…”

Section: Discussionmentioning

confidence: 62%

“…Previous studies with community and clinical samples reported more severe ratings by parents than teachers for externalizing behavior problems (Crane et al, 2011;Dinnebeil et al, 2012;Gadow & Drabick, 2012;Harvey et al, 2013;Mattison & Mayes, 2012;Mayes, Calhoun, Siddiqui, et al, 2017;Mayes et al, 2016;Sollie et al, 2013;Stone et al, 2013, Strickland et al, 2012van der Ende et al, 2012;Winsper et al, 2012) and for internalizing problems (Mattison et al, 2007;Mattison & Mayes, 2012;Sollie et al, 2013;Stone et al, 2013;van der Ende et al, 2012). Maternal ratings were somewhat or significantly higher than paternal ratings (Harvey et al, 2013;Langberg et al, 2010;Sollie et al, 2013;Treutler & Epkins, 2003).…”

mentioning

confidence: 92%

Agreement between mother, father, and teacher ratings of cognitive disengagement syndrome (sluggish cognitive tempo) in children with autism and children with ADHD.

Mayes¹,

Calhoun²,

Waschbusch³

2023

Psychological Assessment

View full text Add to dashboard Cite

No studies have analyzed differences between mother, father, and teacher ratings of cognitive disengagement syndrome (CDS; formerly sluggish cognitive tempo). The sample included 1,115 children with autism and/or attention-deficit/hyperactivity disorder (ADHD) 4-16 years of age who were rated by mothers on the Pediatric Behavior Scale. Subsets of these children were also rated by fathers and/or teachers, resulting in 896 mother/father, 964 mother/teacher, and 745 father/teacher dyads. The CDS factor comprised four items assessing the core features of CDS: cognitive disengagement (in a fog/confused and stares/preoccupied/in own world) and hypoactivity (sluggish/slow moving/low energy and drowsy/sleepy/not alert). Overall, 37% of teachers, 22% of mothers, and 16% of fathers rated the children as significantly elevated on CDS symptoms. Teacher scores were significantly higher than mother scores, whose scores exceeded those of fathers. Agreement on whether a child had CDS was fairmoderate for mothers and fathers but poor for parents and teachers. Findings of more severe CDS teacher than parent ratings are in marked contrast to the opposite pattern found in studies of anxiety, depression, ADHD, oppositional behavior, conduct problems, autism, bullying, and victimization. Children may display fewer behavior problems at school than at home, and parents may be more aware of their child's internal state than teachers. However, teachers may be more aware of the cognitive component of CDS that might interfere with functioning in the classroom more so than at home. Cognitive demands in school may reveal and intensify CDS symptoms. Findings highlight the importance of multi-informant ratings in research and clinical practice. Public Significance StatementCognitive disengagement syndrome (CDS; formerly sluggish cognitive tempo) has two dimensions: cognitive disengagement (blank staring, daydreaming, in a fog) and hypoactivity (underactive, slow moving, lethargic, and drowsy). Teachers rated children with ADHD and autism as having more severe CDS symptoms than did parents (which is the opposite pattern found for behavior problems, anxiety, and depression), highlighting the importance of obtaining multi-informant ratings in research and clinical practice.

show abstract

Brief Report: How Accurate is Teacher Report of Autism Symptoms Compared to Parent Report?

Mayes

Lockridge

2017

J Autism Dev Disord

View full text Add to dashboard Cite

The Checklist for Autism Spectrum Disorder (CASD) completed by a psychologist (following standardized procedures integrating parent interview data, teacher report, and clinical observations) was compared with the CASD completed independently by mothers and teachers in 168 children with ASD and 40 with ADHD (1-12 years). The 30 CASD autism symptoms are scored as present or absent. Using mother scores 36% of children with ASD scored below the autism diagnostic cutoff, and 75% scored below the cutoff based on teacher scores. Many symptoms deemed present by the psychologist were not reported on the mother and teacher CASD. Mother-teacher correlations indicated little correspondence. Mother and teacher CASD scores should never be used alone. Diagnostic instruments must be administered following standardized procedures.

show abstract

Mother, Father, and Teacher Agreement on Disruptive Mood Dysregulation Disorder Symptoms in Children with Psychiatric Disorders

Cited by 7 publications

References 0 publications

Disruptive mood dysregulation disorder: current insights

Disruptive mood dysregulation disorder: current insights

Agreement between mother, father, and teacher ratings of cognitive disengagement syndrome (sluggish cognitive tempo) in children with autism and children with ADHD.

Brief Report: How Accurate is Teacher Report of Autism Symptoms Compared to Parent Report?

Contact Info

Product

Resources

About