Teacher Ratings of DSM-III-R Symptoms for the Disruptive Behavior Disorders

Pelham, William E.; Gnagy, Elizabeth M.; Greenslade, Karen E.; Milich, Richard

doi:10.1097/00004583-199203000-00006

Cited by 1,151 publications

(1,022 citation statements)

References 21 publications

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“…A higher score indicates more symptoms of externalizing problem behaviors. Adequate psychometric properties of the DBD have been reported (Pelham et al 1992). Pearson correlations between parent and teacher scores on the DBD in this study were .49 for the inattention scale, .47 for the hyperactivity scale, .53 for the ODD scale, and .13 for the CD scale, which compare favorably to expectable correlations between parent and teacher ratings (cf.…”

Section: Disruptive Behavior Disorders Rating Scale (Dbd)supporting

confidence: 67%

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Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Scheeren

Koot

Begeer

2012

J Autism Dev Disord

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Qualitative differences in social interaction style exist within the autism spectrum. In this study we examined whether these differences are associated with (1) the severity of autistic symptoms and comorbid disruptive behavior problems, (2) the child's psycho-social health, and (3) executive functioning and perspective taking skills. The social interaction style of 156 children and adolescents (6-19 years) with high-functioning autism spectrum disorder (HFASD) was determined with the Wing Subgroups Questionnaire. An active-but-odd social interaction style was positively associated with symptoms of autism, attention deficit and hyperactivity. Furthermore, an active-butodd social interaction style was negatively associated with children's psycho-social health and positively with executive functioning problems. Social interaction style explains part of the heterogeneity among children with HFASD.

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Section: Disruptive Behavior Disorders Rating Scale (Dbd)supporting

confidence: 67%

“…The DBD (Pelham et al 1992) is a parent or teacher questionnaire developed to assess externalizing problem behaviors in children. It consists of symptom descriptions of four disorders: ADHD Inattentive subtype, ADHD Hyperactive/Impulsive subtype, Oppositional Defiant Disorder, and Conduct Disorder.…”

Section: Disruptive Behavior Disorders Rating Scale (Dbd)mentioning

confidence: 99%

Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Scheeren

Koot

Begeer

2012

J Autism Dev Disord

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“…In preschool or child care at 54 months and in first and third grades, symptoms of ADHD were measured using the Teacher Report Form (Achenbach, 1991). In third grade, teachers also completed the Disruptive Behaviors Disorder Rating Scale (Pelham, Gnagny, Greenslade, & Milich, 1992).…”

Section: Methodsmentioning

confidence: 99%

“…This measure is an adaptation of the original Disruptive Behavior Disorders Rating Scale(DBD) (Pelham et al, 1992). Each behavior was rated on a 4-point scale: 0 = not at all, 1 = just a little, 2 = pretty much, and 3 = very much a problem.…”

Section: Disruptive Behaviors Disorder Rating Scale (Dbd)mentioning

confidence: 99%

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Stauffenberg

Campbell

2007

Journal of Applied Developmental Psychology

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Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to test whether: attention deficit/hyperactivity disorder (ADHD) symptoms remain stable from 54 months through early elementary school; behavioral inhibition and attention deficits assessed at 54 months predict ADHD symptoms in elementary school, even after controlling for their temporal stability; and early behavioral inhibition and attention deficits moderate the longitudinal stability in ADHD symptoms. Data were examined using continuous and categorical measures of symptoms. Modest stability in ADHD symptoms from 54 months to third grade was found. Measures of inhibition and inattention predicted later teacher ratings uniquely, but no evidence was found for moderation. Measures of preschool behavioral inhibition also predicted "persistently at risk status" defined by elevated teacher ratings over time. Results are discussed in terms of executive and motivational facets of inhibition that may be related to early signs of ADHD.

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“…In the ADHD sample, 21 participants met the criteria for the predominantly inattentive subtype, four participants met the criteria for the predominantly hyperactive-impulsive subtype and 47 participants for the combined subtype, according to the DISC-IV. Children with ASD who had comorbid ADHD or clinical scores for teacher and parent ratings on the Disruptive Behavior Disorder rating scale (DBDRS; Pelham, Gnagy, Greenslade, & Milich, 1992) were excluded from the sample. Participants on stimulant medication were asked to discontinue their medication at least 24 hours prior to testing.…”

Section: Insert Tablementioning

confidence: 99%

Domain-general and domain-specific aspects of temporal discounting in children with ADHD and autism spectrum disorders (ASD): A proof of concept study

Demurie

Roeyers

Baeyens

et al. 2013

Research in Developmental Disabilities

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It has been shown that delayed consumable rewards are discounted to a higher degree than money, which has been referred to as the "domain effect". Until now the effects of reward type on temporal discounting (TD) have mainly been studied in adults. Although there is evidence that children with attention-deficit/hyperactivity disorder (ADHD) tend to show steeper TD of money than typically developing peers or children with autism spectrum disorders (ASD), it remains untested whether the domain effect is also seen in children with ADHD and ASD. To explore this we compared TD of children (8-16y) with ADHD, ASD and typically developing controls with five different reward types. Seventy-two participants with ADHD, 69 with ASD and 130 controls performed two hypothetical TD-tasks: a monetary TDtask and a TD-task with one of four alternative rewards (material rewards, rewarding activities, food, social rewards). TD was seen for all reward types, but the rate of discounting was steeper for food, praise and rewarding activities compared to money, and for food and praise compared to material rewards. For the ADHD and control groups, but not the ASD group, money and material rewards were equally highly discounted. High correlations between TD of money and of activities, food and material rewards were found. In conclusion, a domain effect was observed in typically developing children, as well as in children with ADHD or ASD, although the pattern was somewhat different for ASD children. Despite this domain effect, there is also evidence for a domain-general aspect in TD.

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Teacher Ratings of DSM-III-R Symptoms for the Disruptive Behavior Disorders

Cited by 1,151 publications

References 21 publications

Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder

Domain-general and domain-specific aspects of temporal discounting in children with ADHD and autism spectrum disorders (ASD): A proof of concept study

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