Examining the Cultural Validity of Fear Survey Schedule for Children: The Contemporary Fears of Turkish Children and Adolescents

The authors examined the cultural validity of Fear Survey Schedule for Children (FSSC-AM) developed by J. J. Burnham (2005) with Turkish children. The relationships between demographic variables and the level of fear were also tested. Three independent data sets were used. The first data set comprised 676 participants (321 women and 355 men) and was used for examining factor structure and internal reliability of FSSC. The second data set comprised 639 participants (321 women and 318 men) and was used for testing internal reliability and to confirm the factor structure of FSCC. The third data set comprised 355 participants (173 women and 182 men) and used for analyses of test–retest reliability, inter-item reliability, and convergent validity for the scores of FSSC. The sum of the first and second samples (1,315 participants; 642 women and 673 men) was used for testing the relationships between demographic variables and the level of fear. Results indicated that FSSC is a valid and reliable instrument to examine Turkish children's and adolescents’ fears between the ages of 8 and 18 years. The younger, female, children of low-income parents reported a higher level of fear. The findings are discussed in light of the existing literature.     

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD,Predominantly Inattentive Presentation

We investigated whether parenting and child behavior improve following psychosocial treatment for Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation (ADHD-I) and whether parenting improvements mediate child outcomes. We analyzed data from a randomized clinical trial investigating the efficacy of a multicomponent psychosocial intervention (Child Life and Attention Skills, CLAS, n = 74) in comparison to Parent-Focused Treatment (PFT, n = 74) and treatment as usual (TAU, n = 51) for youth with ADHD-I (average child age = 8.6 years, range 7–11 years, 58 % boys). Child and parent/family functioning were assessed prior to treatment, immediately following treatment, and at follow-up into the subsequent school year using parent and teacher reports of inattention, organization, social skills, academic competency (teachers only), parenting daily hassles, and positive and negative parenting behaviors (parents only). Both treatment groups improved on negative parenting and home impairment, but only CLAS families also improved on positive parenting as well as academic impairment. Improvements in positive and negative parenting mediated treatment effects on child impairment independent of improvements in child inattention, implicating parenting as an important mechanism of change in psychosocial treatment for ADHD-I. Further, whereas parent-focused training produces improvements in negative parenting and impairment at home for children with ADHD-I, a multicomponent approach (incorporating child skills training and teacher consultation) more consistently produces improvements at school and in positive parenting, which may contribute to improvements in social skills into the next school year.     

Examining Anxiety and Depression as Moderators of the Associations Between ADHD Symptoms and Academic and Social Problems in Hispanic Adolescents

The effects of attention-deficit/hyperactivity disorder (ADHD) symptoms on the psychosocial functioning of Hispanic youth have been understudied. It also remains unclear if the well-established associations between ADHD symptoms and academic and social impairment are exacerbated by co-occurring internalizing symptoms. The purposes of the present study were to (1) examine whether ADHD symptoms would be associated with academic and social problems while also controlling for oppositional defiant disorder (ODD) symptoms, and (2) test the hypothesis that anxious and depressive symptoms would moderate the relations between ADHD symptoms and academic and social problems. Participants were 142 at-risk Hispanic adolescents (54 % male, ages 14–19) who reported on their anxious and depressive symptoms, as well as their teachers who reported on adolescents’ ADHD symptoms, ODD symptoms, academic problems, and social problems. When the psychopathology variables were included simultaneously in a path model, ADHD was the only domain significantly positively associated with academic problems. In contrast, ODD and depressive symptoms were the only domains significantly positively associated with social problems when all of the psychopathology variables were included in the path model. No moderation effects were found in relation to academic problems, although a significant ADHD × depression interaction was found in relation to social problems. Specifically, ADHD symptoms were not associated with social problems among adolescents who reported low levels of depressive symptoms, but the association between ADHD symptoms and social problems was significant at higher levels of depression. In addition to targeting oppositionality, attending to the combined presence of ADHD and depressive symptoms will be important for reducing the social impairments among Hispanic adolescents.     

Parenting Adolescents: Examining the Factor Structure of the Alabama Parenting Questionnaire for Adolescents

The Alabama Parenting Questionnaire (APQ) is a well studied assessment of parenting practices for school-age children, especially in relation to child externalizing behaviors. Given the developmental changes between school-age children and adolescents and subsequent changes to parenting approaches during that time, the utility of a public-accessed measure to span across a broad age range is of high clinical and empirical importance. This study investigated the psychometric properties of the APQ in a community sample of 376 parents of adolescents. In an Exploratory Factor Analysis the data suggested a 4-factor solution similar in composition to the original 5-factor model. Proposed factors for the APQ when given to parents of adolescents included Positive and Involved Parenting, Parental Monitoring, Discipline Practices, and Discipline Process.     

Evaluation of a Sexual Abuse Prevention Program for Children with Intellectual Disabilities

The present study evaluated the effectiveness of a sexual abuse prevention program for children with intellectual disabilities. Three children with mild to moderate intellectual disabilities participated in the study. They were taught skills relative to identifying body parts and discrimination between appropriate and inappropriate situations, refusal skills (verbal refusing and leaving situations), and reporting skills through this program. A multiple probe across participants design was used to determine the effects of the program. Results demonstrated that the program was effective for teaching the skills to all three children with intellectual disabilities. In addition, these skills generalized in probes conducted in real‐life settings and maintained at 10‐week follow‐up probes. Copyright © 2015 John Wiley & Sons, Ltd.     

Systematic Review of the Clinical Presentation of Schizophrenia in Intellectual Disability

Schizophrenia and intellectual disability (ID) co-occur three times more than would be expected by chance. This has led to speculation that a particular form of schizophrenia may give rise to both the symptoms of schizophrenia and the intellectual impairment. If this was the case, one may expect the presentation of schizophrenia in an ID population to differ from that in a population with average/high IQ. A systematic review and meta-analysis was undertaken of studies comparing the clinical presentation of schizophrenia in people with mild/borderline ID to that in people with average/high IQ. Five studies were eligible for inclusion. Four reported more negative symptoms in the ID population, while two reported more positive symptoms. Meta-analysis demonstrated that the ID population experienced more negative symptoms. The available evidence supports the proposal that the clinical presentation of schizophrenia in an ID population differs from that in a population with normal IQ.     

Clinical Validity of Prototype Personality Disorder Ratings in Adolescents

A growing body of research shows that personality pathology in adolescents is clinically distinctive and frequently stable into adulthood. A reliable and useful method for rating personality pathology in adolescent patients has the potential to enhance conceptualization, dissemination, and treatment effectiveness. The aim of this study is to examine the clinical validity of a prototype matching approach (derived from the Shedler Westen Assessment Procedure–Adolescent Version) for quantifying personality pathology in an adolescent inpatient sample. Sixty-six adolescent inpatients and their parents or legal guardians completed forms of the Child Behavior Checklist (CBCL) assessing emotional and behavioral problems. Clinical criterion variables including suicide history, substance use, and fights with peers were also assessed. Patients’ individual and group therapists on the inpatient unit completed personality prototype ratings. Prototype diagnoses demonstrated substantial reliability (median intraclass correlation coefficient =.75) across independent ratings from individual and group therapists. Personality prototype ratings correlated with the CBCL scales and clinical criterion variables in anticipated and meaningful ways. As seen in prior research with adult samples, prototype personality ratings show clinical validity across independent clinician raters previously unfamiliar with the approach, and they are meaningfully related to clinical symptoms, behavioral problems, and adaptive functioning.     

Clinical Validity and Interpretation of the Gordon Diagnostic System in ADHD Assessments

Gordon Diagnostic System (GDS) data were analyzed for 165 referred children with ADHD combined type and 46 referred children without ADHD, 6–16 years of age. Results showed significant differences between children with and without ADHD on the GDS standard scores and the IQ-GDS differences scores. Using a GDS composite standard score of 13 points or more below IQ to classify children as having ADHD resulted in the highest diagnostic accuracy (86%), with positive predictive power equal to 91%, and negative predictive power 67%. Results for the GDS compared favorably with those reported for other continuous performance tests. The findings lend support to the GDS as a clinically useful component of an ADHD evaluation.     

Intellectual functioning in adults with ADHD: a meta-analytic examination of full scale IQ differences between adults with and without ADHD

Although attention has been given to the intellectual functioning of children with attention-deficit/hyperactivity disorder (ADHD) relative to their non-ADHD peers, few studies have examined intellectual functioning in adults with ADHD. The purpose of the current investigation was to examine differences in intellectual ability between adults with and without ADHD via a meta-analytic review. Of the 33 studies meeting inclusion criteria, primary analyses focused on 18 studies representing 1,031 adults with ADHD and 928 non-ADHD, nonclinical comparison adults and containing Wechsler Adult Intelligence Scale (WAIS; D. Wechsler, 1955, 1981, 1994) Full Scale IQ scores or estimates. A significant effect was found such that adults with ADHD scored lower than non-ADHD adults on WAIS intelligence tests. However, this difference was small and not clinically meaningful. The presence of several moderators reflecting characteristics of the ADHD samples and study methodology suggested that only a subset of adults with ADHD (e.g., those with comorbid disorders) may experience lower general intellectual ability relative to non-ADHD comparison adults. Implications of the findings for clinical and research settings are presented as well as suggestions for improving methodology and reporting in future research.     

An Evaluation of a Summer Treatment Program for Adolescents With ADHD

Although adolescents with attention-deficit/hyperactivity disorder (ADHD) experience serious life impairment (Molina et al., 2009; Wolraich et al., 2005), very few effective psychosocial interventions exist to treat this population (Pelham & Fabiano, 2008; Smith, Waschbusch, Willoughby, & Evans, 2000). Intensive child-directed interventions are an important component in the treatment of childhood ADHD (Pelham et al., 2005), yet no study exists that fully evaluates an intensive adolescent-directed intervention. The current investigation is a pilot study of 19 adolescents with ADHD (age range: 11-16) who participated in an 8-week intensive Summer Treatment Program–Adolescent (STP-A) during the summer of 2009. The program was developed to address specific difficulties associated with ADHD in adolescence. As such, the program was designed to be ecologically valid, age appropriate, and parent-involved. Results suggest that almost all adolescents who attended the STP-A benefitted from the program according to parent, self, and staff ratings and objective measures. These ratings also indicated that participants showed moderate improvement in each of the 6 domains targeted by treatment (i.e., conduct problems, adult-directed defiance, social functioning, inattention/disorganization, mood/well-being, and academic skills). All parents indicated that both they and their children benefitted from the program and all but 1 parent indicated that the STP-A was more effective than the treatments they had utilized in the past. A case example is presented to illustrate typical improvement patterns during the STP-A. Discussion addresses the role of the STP-A in the treatment of ADHD in adolescence.     

Validity of the Self-Harm Behavior Questionnaire with Diverse Adolescents

Suicide and non-suicidal self-injurious behavior (NSSI) continue to be significant health problems for adolescents. Although there are many instruments available to assess self-harm behaviors, few have been validated for use with adolescents, and even fewer have been validated for use with different racial/ethnic groups. The Self-Harm Behavior Questionnaire (SHBQ) assesses NSSI, suicidal ideation, suicide threats, and past suicide attempts. Data from 1,386 racially/ethnically diverse adolescents (57.5% minority) were collected to examine the validity of the SHBQ in this age group. Analyses supported the four-factor structure, revealed the SHBQ is internally consistent, and provided evidence for convergent validity within Caucasian, African American, and Hispanic adolescents. However, slight differences were noted. Overall, the findings suggest the SHBQ is a useful assessment tool appropriate for use with Caucasian, African American, and Hispanic adolescents.     

Examining the Construct Validity for the Multiple-Content Testing Programs

The primary objective of this study was to examine the construct validity for the 2 multiple-content testing programs-the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) together with the performance-based Maryland School Performance Assessment Program (MSPAP)-by evaluating the true-score longitudinal associations among multiple-content scores in 1 school district. Each content area measure in the 2 testing programs was closely examined by the following criterion: The true-score correlation between 2 time-period measures of the same content area is higher than its longitudinal true-score correlations with other content areas. This criterion was achieved in 2 (Reading and Mathematics) of 5 CTBS/5 content subtests, as well as 1 (Language) of 6 MSPAP content subtests. The structural equation modeling has been conducted on a multitrait-multimethod correlation dataset, where the traits of Reading and Mathematics were assessed by MSPAP and the old version of CTBS/4. Although convergent validity existed in these 2 measures, there was little evidence to support discriminant validity in both measures.     

Social Anxiety Symptoms and Suicidal Ideation in a Clinical Sample of Early Adolescents: Examining Loneliness and Social Support as Longitudinal Mediators

Recent research has shown that social anxiety may be related to increased risk for suicidal ideation in teens, although this research largely has been cross-sectional and has not examined potential mediators of this relationship. A clinical sample of 144 early adolescents (72 % female; 12–15 years old) was assessed during psychiatric inpatient hospitalization and followed up at 9 and 18 months post-baseline. Symptoms of social anxiety, depression, suicidal ideation, loneliness, and perceived social support were assessed via structured interviews and self-report instruments. Structural equation modeling revealed a significant direct relationship between social anxiety symptoms at baseline and suicidal ideation at 18 months post-baseline, even after controlling for baseline depressive symptoms and ideation. A second multiple mediation model revealed that baseline social anxiety had a significant indirect effect on suicidal ideation at 18 months post-baseline through loneliness at 9 months post-baseline. Social anxiety did not have a significant indirect effect on suicidal ideation through perceived social support from either parents or close friends. Findings suggest that loneliness may be particularly implicated in the relationship between social anxiety and suicidality in teens. Clinicians should assess and address feelings of loneliness when treating socially anxious adolescents.     

Concurrent Validity of the Pediatric Attention Disorders Diagnostic Screener for Children with ADHD

The present study examined the concurrent validity of a new computer-assisted ADHD screening system, the Pediatric Attention Disorders Diagnostic Screener (PADDS; Pedigo, Pedigo, &; Scott, 2006 Pedigo, T., Pedigo, K. and Scott, V. B. Jr. 2006. PADDS Pediatric ADHD Screener: An evidence-based assessment system for screening attention and executive disorders, clinical and users guide, Okeechobee, FL: Targeted Testing, Inc.  [Google Scholar]) in relation to the Test of Variables of Attention (TOVA; Greenberg, 1999 Greenberg, L. M. 1999. Test of Variables of Attention, Los Alamitos, CA: The Tova Company.  [Google Scholar]), the Conner's Continuous Performance Test- II (CPT-II; Conners &; MHS Staff, 2000 Conners, C. K. and MHS Staff. 2000. Conner's continuous performance test II, Toronto: Multi-Health Systems.  [Google Scholar]), and the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, &; Kenworthy, 2000 Gioia, G. A., Isquith, P. K., Guy, S. C. and Kenworthy, L. 2000. Behavior Rating Inventory of Executive Function: Professional Manual, Lutz, FL: Psychological Assessment Resources, Inc.  [Google Scholar]) in three clinically referred samples of children 6 to 12 years of age. The PADDS is a recently published multidimensional screening measure that incrementally merges computer-administered executive tasks with parent and teacher behavior ratings to aid in the diagnostic decision-making process for youth with attention disorders. To date, no published study has examined the concurrent validity of the PADDS. In a clinic-referred sample of 217 subjects diagnosed with ADHD concurrent validity was assessed through correlation coefficients, paired t-tests (p < .001), and Cohen's d effect sizes. In comparison to the TOVA, the CPT-II, and the BRIEF scales, the PADDS demonstrated strong concurrent validity between conceptually similar scales, providing initial evidence for the concurrent validity of the PADDS. Relative to other measures, the PADDS appears to have some unique scales designed to assess attention and various aspects of executive functioning.     

Procedures for Increasing Sustained Attention in Adults with Mild Intellectual Disabilities

The Psychological Record - This research compared the effects of several factors on sustained attention in four participants with mild or mild-to-moderate intellectual disabilities. In each...     

Reliability and Validity of a DSM-IV Based ADHD Screener

The Diagnostic Rating Scale (DRS) was completed by the parents and teachers of 82 children referred for clinical evaluations, 73 referred children seen twice, and 218 non-referred children from the community. The DRS, which uses a categorical rather than a dimensional rating approach, was 70% to 90% sensitive to diagnoses of Attention Deficit/Hyperactivity Disorder (ADHD) made by blind clinical teams. In research and clinical applications, the DRS could improve screening efficiency, especially in situations where it would be desirable to exclude all children who might have ADHD or identify all children with Hyperactive-Impulsive symptoms. Because of its objectivity and consistency with the Diagnostic and Statistical Manual (DSM)-IV criteria, the DRS could facilitate comparison of participant samples across studies.     

Cognitive Functioning in Adolescents with Self-Reported ADHD and Depression: Results from a Population-Based Study

This study aims to assess cognitive functioning differences among adolescents with retrospectively self-reported: ADHD and an onset of depression, only ADHD, only depression, and neither ADHD nor depression. Data from the Tracking Adolescents’ Individual Lives Survey (TRAILS) cohort was used in this study. Neuropsychological functioning was assessed in 1549 adolescents, at baseline and follow-up (mean ages 11 and 19 years). The Composite International Diagnostic Interview was used to classify adolescents into 4 groups: ADHD with onset of depression, only ADHD, only depression, and neither ADHD nor depression. Linear mixed effects models were used to analyse group differences in cognitive functioning at baseline and follow-up, and the change in cognitive functioning between these 2 time-points. Results showed a significant main effect of group on response time variability at baseline, working memory maintenance at follow up, and change in response time variability scores between baseline and follow-up. As compared to the healthy and depressed-only groups, adolescents with only ADHD showed longer response time variability at baseline and, which declined between baseline and follow-up. Adolescents with ADHD plus depression showed higher reaction time for working memory maintenance than the depressed only and healthy groups at follow-up. In conclusion, adolescents with self-reported ADHD show poorer cognitive functioning than healthy adolescents and those with only depression. Amongst adolescents with ADHD, specific cognitive domains show poor functioning depending on the presence or absence of comorbid depression. While adolescents with only ADHD have lower reaction time variability, those with comorbid depression have poorer working memory maintenance.     

Classification Rules for Basic Phonological Processing Disabilities and Nonverbal Learning Disabilities: Formulation and External Validity*

Rules for the classification of two subtypes of learning disabilities (LD), namely, Basic Phonological Processing Disabilities (BPPD) and Nonverbal Learning Disabilities (NLD), are reported. These rules (refined as a result of application to two separate samples of children with LD) were used to select children from an entirely new sample who could be classified as having ‘definite’ or ‘probable’ BPPD or NLD. As a first step in the external validation of these rules, the patterns of psychosocial functioning exhibited by these two subtypes of LD were determined. As predicted, the vast majority of the BPPD subtype exhibited a pattern most consistent with normal or relatively normal psychosocial adjustment, and no appreciable increase in the incidence of significant psychosocial disturbance with advancing years. Also, as predicted, an increasing incidence of internalized psychosocial dysfunction (a form of significant psychosocial disturbance) was evident in the NLD subtype with advancing years. It is clear that children classified as having BPPD or NLD using these rules exhibit quite different, and predicted, relative patterns of psychosocial functioning. Thus, in this sense, the rules have concurrent validity. Finally, sets of rules/criteria for classification are presented that reflect their actual incidence in the two subtypes of LD generated for use in the validation phase of this investigation. These rules would appear to be useful for clinical purposes. It is also clear that they should be subjected to further validation studies in a broader age range for clinical and research purposes.     

Construct Validity of ADHD/ODD Rating Scales: Recommendations for the Evaluation of Forthcoming DSM-V ADHD/ODD Scales

Exploratory structural equation modeling (SEM) was applied to a multiple indicator (26 individual symptom ratings) by multitrait (ADHD-IN, ADHD-HI and ODD factors) by multiple source (mothers, fathers and teachers) model to test the invariance, convergent and discriminant validity of the Child and Adolescent Disruptive Behavior Inventory with 872 Thai adolescents and the ADHD Rating Scale-IV and ODD scale of the Disruptive Behavior Inventory with 1,749 Spanish children. Most of the individual ADHD/ODD symptoms showed convergent and discriminant validity with the loadings and thresholds being invariant over mothers, fathers and teachers in both samples (the three latent factor means were higher for parents than teachers). The ADHD-IN, ADHD-HI and ODD latent factors demonstrated convergent and discriminant validity between mothers and fathers within the two samples. Convergent and discriminant validity between parents and teachers for the three factors was either absent (Thai sample) or only partial (Spanish sample). The application of exploratory SEM to a multiple indicator by multitrait by multisource model should prove useful for the evaluation of the construct validity of the forthcoming DSM-V ADHD/ODD rating scales.