Validity of DSM‐IV Attention‐Deficit/Hyperactivity Disorder for Younger Children

Lahey, Benjamin B.; Pelham, William E.; Stein, Mark A.; Loney, Jan; Trapani, Catherine; Nugent, Kathleen; Kipp, Heidi; Schmidt, Elisabeth; Lee, Stephen; Cale, Melissa; Gold, Erica R.; Hartung, Cynthia M.; Willcutt, Erik G.; Baumann, Barbara

doi:10.1097/00004583-199807000-00008

Cited by 341 publications

(249 citation statements)

References 17 publications

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“…For example, a comparison of ADHD and normal preschoolers found that young children with ADHD scored significantly lower on a test of preacademic skills (DuPaul et al, 2001). Similarly, a cross-sectional study based on the first assessment wave of the present sample reported that children diagnosed with ADHD at 4-6 years of age had significantly lower academic achievement than comparison children after controlling for intelligence, co-occurring symptoms of other forms of psychopathology, and other confounds (Lahey et al, 1998).In contrast, longitudinal studies are able to address the predictive validity of ADHD. That is, they are able to determine whether ADHD predicts academic deficits over periods in the future.…”

supporting

confidence: 49%

“…In Pittsburgh, 42% of the children who met symptom criteria for ADHD were recruited from a university child psychiatry clinic, while the remainder was recruited through flyers distributed at schools and newspaper advertisements. Children who were recruited through clinic referral did not differ significantly from children recruited through advertising on any demographic or impairment measure (Lahey et al, 1998). All children were enrolled in structured educational programs: 36% preschool, 43% kindergarten, 21% first grade, and 1% second grade.…”

Section: Participantsmentioning

confidence: 99%

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Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

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259

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The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors. KeywordsADHD; Academic achievement; learning disabilities; anxiety; depression; longitudinal outcomes One of the serious difficulties faced by youth who meet criteria for attention-deficit/ hyperactivity disorder (ADHD) is poor academic achievement (DeShazo Barry, Lyman, & Grofer Klinger, 2002;DuPaul, McGoey, Eckert, & Vanbrakle, 2001;Faraone et al., 1993;Frick et al., 1991;Lonigan et al., 1999;McGee, Williams, Share, Anderson, & Silva, 1986;Rapport, Scanlan, & Denney, 1999;Zentall, Smith, Lee, & Wieczorek, 1994). Although academic difficulties are one of the primary justifications for treating ADHD, much remains to be learned about the nature of the academic deficits of children with ADHD. Four issues are particularly important in considering the current data base regarding the academic deficits of children and adolescent with ADHD.Address all correspondence to Greta Massetti, Centers for Disease Control and Prevention, 4770 Buford Highway NE, Atlanta, GA 30341; (770) 488-1349; Fax (770) NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptFirst, because children who meet criteria for ADHD have lower intelligence scores than the population mean on average (August & Garfinkel, 1990;Faraone et al., 1993;Frazier, Demaree, & Youngstrom, 2004;Szatmari, Offord, Siegel, Finlayson, & Tuff, 1990), and because intelligence is highly correlated with standardized measures of reading and mathematics (Vanderwood, McGrew, Flanagan, & Keith, 2001), it is necessary to take intelligence into account when studying the academic achievement of children with ADHD. Similarly, because children with ADHD tend to exhibit more symptoms of psychopathology than children without ADHD, and these other forms of psychopathology may be associated with aca...

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supporting

confidence: 49%

Section: Participantsmentioning

confidence: 99%

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Massetti

Lahey

Pelham

et al. 2007

J Abnorm Child Psychol

Self Cite

259

195

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“…These observations can be attributed to the fact that children with ADHD exhibited more negative social behavior in school settings and scored significantly lower in teachers scales 2 1 . Brief time interval between ECI-4 and CRS-R application (maximum 8 months of d i ff e rence) discard that diff e rences between test can be attributed to developmental effects such as it was observed by Lahey et al 4 .…”

Section: Discussionmentioning

confidence: 84%

ECI-4 screening of attention deficit-hyperactivity disorder and co-morbidity in Mexican preschool children: preliminary results

Poblano

Romero

2006

Arq. Neuro-Psiquiatr.

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-Objective: To examine prospectively usefulness of Early Childhood Inventory-4 (ECI-4) in identifying attention deficit-hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct d i s o rder (CD). Method: A sample of children <6 years of age were evaluated in school settings with ECI-4 and results compared with those of Conners Rating Scales-Revised (CRS-R) 6 months later. Sample consisted of 34 healthy children (20 boys, 14 girls) prospectively followed-up. Results: F requency of childre n fulfill DSM-IV AD-HD criteria in ECI-4 parent scale was 17%, and in teacher scale was 32%. Frequency of c h i l d ren fulfill DSM-IV AD-HD criteria in parent CRS-R was 20%, and for teacher questionnaire was 23%. C o rrelations were significant among teacher ECI-4 and both teacher and parent CRS-R scales. Sensitivity and specificity of teacher and parent ECI-4 scales were not good. Frequency of ODD identified in pare n t ECI-4 scale was 5%, and for teacher 17%. Frequency of ODD in CRS-R for parents and teachers questionnaires was 17%. CD was not identified by parents in ECI-4 scale, but in teacher scale frequency was 14%. Conclusion: These facts support partially the use of ECI-4 screening of ADHD in Spanish-speaking pre s c h o o l children.KEY WORDS: preschool children, hyperactive children, disruptive behavior, screening.Tamizaje del trastorno por déficit de atención-hiperactividad y su co-morbilidad en pre e s c o l a re s mexicanos por el ECI-4: resultados preliminares RESUMEN -Objetivo: Examinar prospectivamente la utilidad del Inventario Temprano de la Niñez-4 (Early Childhood Inventory-4, ECI-4) para identificar el trastorno por déficit de atención-hiperactividad (TDAH), el trastorno desafiante-oposicional (TDO) y el trastorno de conducta (TC). Método: Una muestra de niños <6 años fue evaluada con el ECI-4 en un ambiente escolar y los resultados comparados con los de las Escalas de Conners (Conners Rating Scales-Revised, CRS-R) 6 meses mas tarde. La muestra consistió de 34 niños (20 niños, 14 niñas) seguidos pro s p e c t i v a m e n t e . Resultados: La frecuencia de niños que llenaron los criterios del DSM-IV para TDAH en la escala para padres del ECI-4 fue 17%, mientras que en la escala para maest ros fue 32%. La frecuencia de niños que llenaron los criterios del DSM-IV para TDA-H en la escala para p a d res CRS-R fue 20%, en la escala para maestros fue 23%. Se hallaron correlaciones significativas entre la escala para maestros del ECI-4 y las escalas para maestros y para padres de CRS-R. La sensibilidad y la especificidad de las escalas para maestros y padres del ECI-4 no fueron alentadoras. La frecuencia del TDO identificada en la escala para padres del ECI-4 fue 5% y en la escala para maestros fue 17%. La fre c u e n c i a del TDO en la escala para padres y para maestros CRS-R fue 17%. El TC no fue identificado por los padres con la escala del ECI-4, pero en la escala para maestros, la frecuencia fue de 14%. Conclusión: Los resultados obtenidos apoyan parcialmente el uso de las esca...

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“…1 In the preschool-age range, these disorders also have modest stability. [3][4][5][6] It is clear that the behaviors that comprise DBDs and ADHD (e.g., noncompliance, rule breaking, aggression, destruction of property, hyperactivity, inattention, and impulsivity) impair children's functioning and that caregivers of young children often experience considerable difficulty in managing children who exhibit high levels of these behaviors. Increasingly, preschoolers are being referred to mental health clinics for DBDS and ADHD, 7 with escalating rates of pharmacologic treatments.…”

mentioning

confidence: 99%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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Validity of DSM‐IV Attention‐Deficit/Hyperactivity Disorder for Younger Children

Cited by 341 publications

References 17 publications

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

ECI-4 screening of attention deficit-hyperactivity disorder and co-morbidity in Mexican preschool children: preliminary results

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

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