Assessment of Discipline Styles Among Parents of Preschool Through School-Age Children

The Parenting Scale (D.S. Arnold, S.G. O'Leary, L.S. Wolff, & M.M. Acker, 1993) is a self-report measure of parenting practices that has demonstrated sound psychometric properties when used with the parents of young children. However, less is known about the use of this measure with parents of older children. This study was conducted to examine the psychometric properties and factor structure of the Parenting Scale in a normative sample of parents with children 2–12 years old. Findings reveal that the psychometric properties remain strong among the parents of elementary school children, with minimal differences in scores as a function of children's age. However, the data suggest that the factor structure may differ from that proposed by the authors. Although statistically significant correlations with ADHD symptoms were revealed, the magnitude of these correlations was relatively small. Suggestions for future research and clinical use of this scale are discussed.     

Innovations in Assessing ADHD: Development, Psychometric Properties, and Factor Structure of the ADHD Symptoms Rating Scale (ADHD-SRS)

This research involved the development of a behavior rating scale designed to measure ADHD and the investigation of the scale's psychometric properties and factor structure. This scale, the ADHD Symptoms Rating Scale (ADHD-SRS), was developed for the assessment of ADHD in the school-age (K–12) population. Participants were 1006 children and adolescents (in grades K–12) who were rated by their parents and/or teachers. The results indicate that the ADHD-SRS possesses strong internal consistency reliability and test–retest reliability and moderate cross-informant reliability. The data also suggest that the ADHD-SRS has strong content validity. Convergent validity of this instrument was also high, as demonstrated by correlations with three previously validated behavior rating scales. Significant age and gender differences in ADHD symptoms were found with both the parent and teacher respondent populations. Finally, the factor analysis of the ADHD-SRS suggested a two factor oblique rotation as the best fit for both the parent and the teacher data. After a visual inspection of the items which loaded on each factor, Factor 1 was named Hyperactive-Impulsive and Factor 2 was named Inattention. These two factors, along with the items which loaded on each factor, appear to be remarkably similar to the two categories listed in the DSM-IV for ADHD. Directions for future research, as well as clinical implications and limitations of the research are discussed.     

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following this, children received PSST or nondirective therapy. Outcomes included measures of child behavior problems, social skills, and parent stress at posttherapy and a 6-week follow-up. Children in both groups improved over time with few differences between groups.