A study of nonpatient preadolescent Rorschach protocols

There is a paucity of peer-reviewed, nonpatient Rorschach studies in psychological journals, particularly for children. This study examined 100 preteenage children, using the Comprehensive System to code their Rorschach protocols. The participants were also evaluated with the Conners Parent Rating Scale-93 (Conners, 1989) and 5 exclusionary behavior criteria. The 100 participants demonstrated better than average behaviors. The results presented include all the ratios and indexes found in the nonpatient statistics for the Comprehensive System. We discuss interrater reliability issues and offer recommendations for further cross-validating research.     

Rorschach Comprehensive System data for 100 nonpatient children from the United States in two age groups

Building on our previously published study (Hamel, Shaffer, & Erdberg, 2000), which provided data on 100 nonpatient children aged 6 to 12 from the United States, we here provide reference data for two more homogeneous age subgroups: 6 to 9 (N = 50) and 10 to 12 (N = 50). Inclusion criteria are described, and expanded interrater reliability statistics at the response level are presented along with scores for the Rorschach Comprehensive System (CS; Exner, 2001) at each age grouping. In addition to the children being administered the Rorschach, their parents were given the Conners' Parent Rating Scale-93 (CPRS-93; Conners, 1989), and these results are presented as well.     

Evidence for the construct validities of the Beck Youth Inventories with child psychiatric outpatients

To provide further information about the construct validities of the Beck Youth Inventories of Emotional and Social Impairment, these inventories were administered to 35 female and 65 male outpatients whose ages ranged from 7 to 12 years and who were diagnosed with various psychiatric disorders. The Children's Depression Inventory was also administered, and the children were rated by a parent with the Conners' Parent Rating Scale-Revised: Short Form. The scores on the former inventory were more positively correlated with the scores on the Beck Youth Depression Inventory (r =.81, p<.001) than with scores on the four other Beck Youth Inventories, and those on the Conners Oppositional scale were comparably correlated with the scores on the Beck Youth Disruptive Behavior (r=.49, p<.001) and Anger (r=.41, p<.001) Inventories. These latter correlations were higher than those for scores on the Oppositional scale with the scores on the three other Beck scales.     

Normative data on Revised Conners Parent and Teacher Rating Scales

Normative data are presented for 570 children on newly revised versions of the Conners Parent and Teacher Rating Scales. Symptom ratings were factor analyzed and structures compared favorably with those obtained using earlier versions of the questionnaires. Interrater correlations (mother-father, parent-teacher) were also reported. Age and sex effects were found to be significant determinants of children 's scores, while social class effects were nonsignificant.This study was supported by a grant from Abbott Laboratories.     

Rating scales for hyperactivity: Concurrent validity,reliability, and decisions to label for the Conners and Davids abbreviated scales

Rating scales have become the instrument of choice in labeling and assessing change in behavior of hyperactive children. However, several criticisms have recently have levied against their use. The present investigation examined the concurrent validity, and inter- and intrarater reliability for the Abbreviated Teacer Questionnaire (ATQ, Conners, 1973) and the Rating Scales for Hyperkinesis (Davids, 1971). Sixteen teachers from two special and two regular schools (grades 1-4) rated 211 normal and 49 special children using both scales. High correlations were found suggesting excellent predictability between scales and considerable stability across time and rater. Lower scores on a subsequent rating relative to an initial rating were demonstrated, dependent on time between ratings but independent of (a) teacher expectation of treatment gains, (b) bias produced by rating selected children, and (c) whether children were hyperactive or normal. Use of initial and infrequent rating scores versus subsequent, closely spaced ratings was related to the rater's objective (e.g., diagnosis, treatment, or assessment).     

Brief report: Relationship between performance testing and parent report of attention and executive functioning profiles in children following perinatal arterial ischemic stroke

Children with perinatal arterial ischemic stroke (PAIS) have increased rates of attention and executive functioning (EF) weaknesses. Research in other pediatric disorders has documented poor consistency between parent report of these skills and performance-based measures. We compared these data sources in children with PAIS. Forty full-term (≥37 weeks) children ages 3–16 (median = 7.2 years; 58% male) with PAIS completed neuropsychological testing and composite scores were created for seven attention and EF domains (Processing Speed; Attention; Working Memory; Verbal Retrieval; Inhibitory Control; Flexibility/Shifting; Planning). Parents completed “real-world” functioning questionnaires (ADHD Rating Scale-IV, BRIEF). Correlational analysis were used to compare parent and performance measures. Correlations between ADHD Rating Scale-IV scores and the performance-based Attention and Inhibition composite scores were nonsignificant. Significant negative correlations were found between the BRIEF GEC and performance-based Verbal Retrieval and Processing Speed composites, but remaining GEC/composite comparisons were nonsignificant. Analyses between parent report BRIEF index scores and the corresponding performance-based domain identified one significant negative correlation between the BRIEF Working Memory Index and the Working Memory composite score. While children with PAIS demonstrate difficulties in attention and EF on both parent report and performance measures, little significance was found in comparisons of these two types of measures. There may be several explanations for this dissociation: measures assessing different aspects of the same underlying construct; performance-based measures lacking ecological validity; and parents underestimating/underreporting their child’s deficits. Thus, multiple sources of informant and performance data are necessary to make more accurate conclusions about functioning in these domains.     

Parent and Teacher Ratings on the IOWA Conners Rating Scale

The IOWA Conners Rating Scale is a widely used brief measure of inattentive-impulsive-overactive (IO) and oppositional-defiant (OD) behavior in children. This study examined the psychometric properties of this measure when completed by mothers and teachers. Results of confirmatory factor analyses indicated that a three-factor solution, conforming to current DSM-IV formulations of the disruptive behavior disorders, provided a better fit to the observed data than the currently used two-factor model, in which no distinction is made between inattentive and hyperactive-impulsive behaviors. Both new and currently used scale scores had good internal consistency and test–retest reliability and showed that boys’ scores were significantly higher than girls’ scores. Results held for both mother and teacher ratings. Clinical cutoff scores were proposed and performed reasonably well to screen for ADHD and ODD. Results support the IOWA Conners as a screening measure for the disruptive behavior disorders or as a tool for monitoring treatment response.

Attention-Deficit/Hyperactivity symptoms in Icelandic schoolchildren: assessment with the Attention Deficit/Hyperactivity Rating Scale-IV

Four hundred and twenty-seven normal Icelandic children, six and eight years of age, were rated by their parents and three hundred and sixteen children by their teachers with the Teacher and Parent versions of the Attention Deficit/Hyperactivity Disorder Rating Scale-IV (AD/HDRS-IV). For two hundred and sixty-five of the children both parent and teacher ratings were obtained. The factor structures of the AD/HDRS-IV for parents and teachers were in line with theoretical expectations. A Hyperactivity-Impulsivity factor and an Inattention factor were thus well supported. The subscale reliabilities were high. Boys scored higher than girls on all measures and there was a decrease of symptoms with age for boys, as expected. There was evidence of convergent validity for all scales, but discriminant validity of the AD/HDRS-IV subscales is less certain. Generally the instruments seem promising for further research. Some differences are noted in comparison with earlier studies. Thus scores obtained in this study were somewhat lower than those found in American studies, especially for teachers. Also the prevalence of ADHD based on rating scales was lower than in comparable previous studies. The similarity in symptom structure between this and previous studies is emphasized, but the possible role of cultural homogeneity in explaining different results with regard to teachers' ratings of symptoms is suggested.     

Psychometric Support for an Abbreviated Version of the Behavior Rating Inventory of Executive Function (BRIEF) Parent Form

The objectives of this study were to systematically develop and evaluate the psychometric properties of an abbreviated version of the Behavior Rating Inventory of Executive Function (BRIEF) Parent Report; a questionnaire widely used by pediatric neuropsychologists. A total of 24 items from the original BRIEF Parent Form were selected for the short-form, which was then evaluated in three complementary samples, according to six a priori psychometric criteria. The short-form generally demonstrated appropriate psychometric qualities, with convincing evidence for the reliability and validity of the three composite indices: Behavioral Regulation, Metacognition, and the Global Executive Composite. Potential clinical applications include screening at-risk children in medical clinics to facilitate appropriate referrals for further psychological consultation. In research settings, the short-form can be easily integrated into studies involving mass collection of data (e.g., large-scale epidemiological research), facilitating advancements in the scientific understanding of neuropsychological morbidity in medically involved populations.     

The Predictive Validity of Parent and Teacher Reports of ADHD Symptoms

The objectives were to evaluate the ability of the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV to differentiate children with ADHD from a control group and to discriminate children with different subtypes of ADHD. Also, we sought to determine optimal cutoff scores on the teacher and parent versions of this scale for making diagnostic decisions about ADHD. In a sample of 92 boys and girls 6 to 14 years of age referred to a regional ADHD program, we assessed ADHD diagnostic status using categorical and dimensional approaches as well as parent- and teacher-report measures. Logistic regression analyses showed that the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV were effective in discriminating children with ADHD from a control group and differentiating children with ADHD, Combined Type from ADHD, Inattentive Type. Although both teacher and parent ratings were significantly predictive of diagnostic status, teacher ratings made a stronger contribution to the prediction of subtype membership. Using symptom utility estimates, optimal cutoff scores on the Inattention and Hyperactivity–Impulsivity scales for predicting subtypes of ADHD were determined.     

父亲抑郁对幼儿问题行为的影响:教养效能感和教养方式的中介作用

以310名幼儿父亲为研究对象,采用流行病调查中心抑郁量表、父母教养能力感量表的教养效能感分问卷、父母教养方式评价量表和Conners儿童行为问卷,考察父亲教养效能感和教养方式在父亲抑郁与幼儿问题行为间的中介作用。结果显示:(1)父亲抑郁、专制粗暴、情感联系和幼儿问题行为两两之间均显著正相关,父亲教养效能感、民主关怀、宽容理解两两之间均显著正相关,父亲教养效能感、民主关怀、宽容理解分别与父亲抑郁、专制粗暴、情感联系和幼儿问题行为两两之间显著负相关;(2)父亲抑郁对幼儿问题行为具有显著的正向预测作用;(3)父亲教养效能感和自身的民主关怀、专制粗暴、情感联系不仅分别在父亲抑郁与幼儿问题行为之间起部分中介作用,而且在父亲抑郁与幼儿问题行为之间起链式中介作用。     

Self-control in children: A multimethod examination of treatment outcome measures

This investigation consisted of a multimethod evaluation of treatment outcome measures that have been developed to assess self-control in children. Subjects were 132 children from the fourth, fifth, and sixth grades. Each child's homeroom teacher and one other classroom teacher independently completed the Self-Control Rating Scale (SCRS), the Teacher's Self-Control Rating Scale (TSCRS), and the 10-item Conners Teacher Rating Scale (TRS). Parents of 41 children completed the Teacher's Self-Control Rating Scale and the Conners Teacher Rating Scale. Children completed the Children's Perceived Self-Control Scale (CPSC) and were administered the Matching Familiar Figure Test (MFF). Results showed high internal consistency reliability for the TSCRS, SCRS, TRS, and MFF latency scores, CPSCS and MFF error scores demonstrated low reliability13-01=.07).Correlations between rating scales and MFF error scores also were low. The findings suggest that considerable construct confusion does exist between measures designed to assess self-control and impulsivity in children.1The authors wish to express their appreciation to Edward Guziewski, principal, and the teachers of Oregon Elementary School for their assistance and cooperation in this study. In addition, the authors thank an anonymous reviewer for helpful comments on an earlier draft of this article. This article was written while the first author was principal research investigator with the Behavioral and Social Sciences Research Unit of the Waisman Center on Mental Retardation and Human Development at the University of Wisconsin-Madison, which is funded in large part by Grant HD 03352 from the National Institute on Child Health and Human Development. An earlier version of this article was presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 1984.     

Teacher Ratings of Hyperactivity, Inattention, and Conduct Problems in Preschoolers

Age and sex norms of classroom behavior in preschoolers were established on a standard measure, the Revised Conners Teacher Rating Scale, and the utility of this measure for assessing problem behavior in preschoolers was examined. Teachers provided ratings for 455 nonreferred preschoolers. In addition, ratings were obtained for 12 clinically referred preschoolers diagnosed with attention deficit hyperactivity disorder. The Conduct Problems, Inattention, and Hyperactivity subscales, as well as the Hyperactivity Index, were found to have good internal reliability and were related to each other in predictable ways. Normative data are presented by age and sex. Age was inversely related to scores for the Conduct Problems subscale, the Hyperactivity subscale and the Index. Sex was a significant predictor of subscale scores, with boys receiving higher scores than girls. Subscale scores and nearly all item scores were highly significantly different between clinically referred and nonreferred preschoolers. The results provide a standard upon which to evaluate preschool-aged children in clinical and research settings.     

Factorial validity of the Conners' Parent Rating Scale-revised: short form with psychiatric outpatients

To assess the factorial validity of the 27-item Conners' Parent Rating Scale-Revised: Short Form (CPRS-R:S; Conners, 1997), 100 (50%) male and 100 (50%) female psychiatric outpatients between 5 and 16 years old were rated by a parent. A confirmatory factor analysis of the 18 item ratings from the CPRS-R:S Oppositional, Cognitive Problems, and Hyperactivity scales provided only tentative support for scoring these scales as Conners (1997) recommended. However, an exploratory principal-axis factor analysis with all 27 item ratings found 2 dimensions: 1 dimension was composed of the 6 items in the Oppositional scale, and other dimension contained the remaining 21 items. An attention deficit hyperactivity disorder (ADHD) Total Symptoms scale was constructed by summing the ratings for these 21 symptom ratings, and this scale was found to be as effective as the Hyperactivity scale was in discriminating between youth who were and were not eventually diagnosed with an ADHD. We discuss the results as providing an alternate way of scoring the CPRS-R:S to screen for an ADHD in child and adolescent psychiatric outpatients.     

Psychometric properties of the Conners-3 and Conners Early Childhood Indexes in a Spanish school population

Ba#ckground/Obje#ctive: To examine the psychometric properties of the Conners 3 ADHD Index (Conners 3 AI) and the Conners Early Children Global Index (Conners ECGI) parents’ form (PF) and teachers’ form (TF) in Spanish schoolers. Method: Two-phase cross-sectional study. In the first phase, information was gathered from teachers (n = 1,796) and parents (n = 882) of 4-5 and 10-11 year-old children. In the second phase (n = 196), children at risk of ADHD and controls were individually assessed. Results: The results confirmed the two-factor structure of the Conners 3 ADHD Index, which contains hyperactive-impulsive and inattentive symptoms, and the two-factor structure of the Conners ECGI PF, consisting of emotional lability and restless-impulsive symptoms. In contrast with the original version, the Conners ECGI TF presented an additional inattentive factor. Moderate-to-high rates of evidence of convergent validity with Child Behavior Checklist and Kiddie-Schedule for Affective Disorders & Schizophrenia, and evidence of external validity (academic achievement) were found. Scores were significantly higher in boys than in girls, for both indexes. Raw scores corresponding to clinical T-scores were higher than the original version. Conclusions: The Conners indexes may be considered reliable and valid instruments for detecting ADHD symptoms in Spanish populations.     

Validation of the Preschool and Early Childhood Functional Assessment Scale (PECFAS)

Efforts to determine the prevalence of serious emotional disturbance in preschool-aged children have been hampered by the lack of a validated measure. The Preschool and Early Childhood Functional Assessment Scale (PECFAS) is a multi-dimensional measure that assesses the psychosocial functioning of children aged 3–7 years. The concurrent validity and reliability of the PECFAS were assessed in a sample of 30 preschool-aged children in a large Head Start program in Ventura, California. PECFAS ratings based on in-depth interviews were significantly related to parental ratings that the children had mental health problems, psychiatric diagnoses, teacher ratings of the child's need for mental health evaluations, teacher ratings of behavior problems on a standardized screening inventory (DIAL-R), and actual referrals for mental health evaluations. Interrater reliability for the total PECFAS score was high (r = .90) as was internal consistency of the five subscales (alpha = .86). Using the PECFAS scores as a standard, the weighted prevalence of serious emotional disturbance in this West Coast Head Start program was 17%, at the lower end of the current estimated rate of SED for older children in low income samples (18–26%).     

Das-Naglieri认知评估系统（中文版）在学前儿童样本中的结构验证

本研究以246名5-6岁幼儿园儿童（男101名,女145名）为研究对象,考察基于智力PASS理论开发的Das-Naglieri 认知评估系统（5-7岁版）在中国学前儿童中的适用性,对评估系统中的12个任务进行了内在一致性信度评估,以幼儿早期数学能力测试作为参考评估其校标效度,并采用验证性因素分析对评估系统的结构效度进行评估。结果发现,该版本评估系统具有较好的信度和校标效度,并且很好地拟合了PASS模型。     

Revision and Restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor Structure, Reliability, and Criterion Validity

The Conners Teacher Rating Scale (CTRS) is a commonly used research and clinical tool for assessing children's behavior in the classroom. The present study introduces the revised CTRS (CTRS-R) which improves on the original CTRS by (1) establishing normative data from a large, representative North American sample, (2) deriving a factor structure using advanced statistical techniques, and (3) updating the item content to reflect current conceptualizations of childhood disorders. Using confirmatory factor analysis, a six-factor structure was found which includes Hyperactivity-Impulsivity, Perfectionism, Inattention/Cognitive Problems, Social Problems, Oppositionality, and Anxious/Shy factors. The reliability of the scale, as measured by test-retest correlations and internal consistency, is generally satisfactory. Using all of the scale factors to discriminate between attention deficit hyperactivity disordered and normal children, 85 percent of children were correctly classified, supporting the validity of the scale and indicating excellent clinical utility. Similarities and differences between the original CTRS factor structure and the CTRS-R factor structure are discussed.     

Hyperactive behavior in english schoolchildren: A questionnaire survey

The differences in apparent prevalence of childhood hyperactivity between England and North America are more than 20-fold. This paper seeks to illuminate the reasons for the difference by applying a standard measure [Conners Teacher Rating Scale] to 437 English schoolchildren, aged 6 to 9 years, and comparing them with published surveys from the United States and Australasia. The rating scale had moderate interrater reliability and stability over time; it distinguished between children referred for psychiatric treatment and normal schoolchildren. Component analysis yielded a factor of hyperactivity-inattentiveness, distinct from conduct disorder. The mean hyperactivity scores of English children were higher than in most U.S. surveys but lower than in New Zealand. The national differences in rates of diagnosed hyperactivity are likely to reflect diagnostic inconsistency rather than true differences in children's behavior.     

The Ohio Scales Youth Form: Expansion and Validation of a Self-Report Outcome Measure for Young Children

We examined the validity and reliability of a self-report outcome measure for children between the ages of 8 and 11. The Ohio Scales Problem Severity scale is a brief, practical outcome measure available in three parallel forms: Parent, Youth, and Agency Worker. The Youth Self-Report form is currently validated for children ages 12 and older. The Ohio Scales Problem Severity scale was administered to a clinical and comparison sample of children, ages 8–11, then readministered 1 week later to a subsample of children in order to examine test-retest reliability. The Ohio Scales demonstrated acceptable internal consistency and reliability. The Ohio Scales was significantly correlated with the Behavior Assessment System for Children (BASC) across both samples, providing evidence for concurrent validity. Children of the clinical sample reporting higher scores (i.e., more symptomatic) than the children of the comparison sample on the Ohio Scales, thereby demonstrating construct validity.