The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits
Tóm tắt
The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ teacher rating scale (CTRS), the behavior rating inventory of executive function (BRIEF), and the working memory rating scale. The Conners’ continuous performance test (CPT) was also included to determine whether there is a correspondence between performance on this widely used cognitive measure of attention deficits and teacher ratings of classroom behavior. All three behavior scales, but not the CPT, were able to successfully discriminate children with ADHD and those with working memory deficits from typically-developing children. Both the CTRS and the BRIEF discriminated a significant proportion of the children with ADHD from those with working memory deficits, indicating that while both groups exhibit behavioral problems in the classroom, they are characterized by differential attention profiles. The children with ADHD were identified on the basis of oppositional and hyperactive behavior, while those with working memory deficits were more inattentive.
Tài liệu tham khảo
American Psychiatric (1994) Association diagnostic and statistical manual of mental disorders, 4th edn. American Psychiatric Association, Washington DC
Snyder SM, Hall JR, Cornwell SL, Quintana H (2006) Review of clinical validation of ADHD behavior rating scales. Psychol Rep 99:363–378. doi:10.2466/PR0.99.6.363-378
Biederman J (2005) Attention-deficit/hyperactivity disorder: a selective overview. Biol Psychiatry 57:1215–1220. doi:10.1016/j.biopsych.2004.10.020
Polanczyk G, de Lima MS, Horta BL, Biederman J, Rohde LA (2007) The worldwide prevalence of ADHD: a systematic review and meta-regression analysis. Am J Psychiatry 164:942–948. doi:10.1176/appi.ajp.164.6.942
Goodman R, Ford T, Meltzer H (2002) Mental health problems of children in the community: 18 month follow up. BMJ 22:1496–1497. doi:10.1136/bmj.324.7352.1496
McArdle P, O’Brien G, Kolvin I (1995) Hyperactivity: prevalence and relationship with conduct disorder. J Child Psy Psyc 36:279–303. doi:10.1111/j.1469-7610.1995.tb01825.x
Gershon J (2002) A meta-analytic review of gender differences in ADHD. J Atten Disord 5:143–154. doi:10.1177/108705470200500302
Szatmari P, Offord DR, Boyle MH (1989) Ontario child health study: prevalence of attention deficit disorder with hyperactivity. J Child Psy Psyc 30:219–230. doi:10.1111/j.1469-7610.1989.tb00236.x
Angold A, Costello EJ, Erkanli A (1999) Comorbidity. J Child Psy Psyc 40:57–88. doi:10.1111/1469-7610.00424
Rasmussen P, Gillberg C (2001) Natural outcome of ADHD with developmental coordination disorder at age 22 years: a controlled, longitudinal, community-based study. J Am Acad Child Adolesc Psychiatry 39:1424–1431. doi:10.1097/00004583-200011000-00017
Chilcoat HD, Breslau N (1999) Pathways from ADHD to early drug use. J Am Acad Child Adolesc Psychiatry 38:1347–1354. doi:10.1097/00004583-199911000-00008
Barkley RA (1990) Attention deficit hyperactivity disorder: a handbook for diagnosis and treatment. Guilford Press, New York
Sonuga-Barke EJS (2005) Causal models of attention-deficit/hyperactivity disorder: from common simple deficits to multiple developmental pathways. Biol Psychiatry 57:1231–1238. doi:10.1016/j.biopsych.2004.09.008
van Mourik R, Oosterlaan J, Sergeant JA (2005) The Stroop revisited: a meta-analysis of interference control in AD/HD. J Child Psy Psyc 462:150–165. doi:10.1111/j.1469-7610.2004.00345.x
Willcutt EG, Pennington BF, Olson RK, Chhabildas N, Hulslander J (2005) Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: in search of the common deficit. Develpm Neuropsyc 271:35–78
Baddeley AD (2000) The episodic buffer: a new component of working memory? Trends Cogn Sci 4:417–422. doi:10.1016/S1364-6613(00)01538-2
Miyake A, Friedman NP, Emerson MJ, Witzki AH, Howerter A, Wager TD (2000) The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cogn Psyc 41:49–100. doi:10.1006/cogp.1999.0734
Holmes J, Alloway TP, Gathercole SE, Hilton K, Place M, Elliott J (2008) Working memory and executive function profiles of children with low working memory and children with ADHD. Child Adoles Ment Health (in press)
Martinussen R, Hayden J, Hogg-Johnson S, Tannock R (2005) A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry 44:377–384. doi:10.1097/01.chi.0000153228.72591.73
Roodenrys S (2006) Working memory function in attention deficit hyperactivity disorder. In: Alloway TP, Gathercole SE (eds) Working memory and neurodevelopmental disorders. Psychology Press, Hove and New York, pp 187–212
Barkley RA (1997) Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychol Bull 121:65–94. doi:10.1037/0033-2909.121.1.65
Sullivan JR, Riccio CA (2007) Diagnostic group differences in parent and teacher ratings on the BRIEF and Conners’ scales. J Atten Disord 11:398–406. doi:10.1177/1087054707299399
Conners K (2005) Conners teacher rating scale-revised-short. Multi-Health Systems Inc, New York
Gioia GA, Isquith PK, Guy SC, Kenworthy L (2000) Behavior rating inventory of executive function. Psychological Assessment Resources Inc, Florida
Naglieri JA, Goldstein S, Delauder BY, Schwebach A (2005) Relationships between the WISC-III and the cognitive assessment system with Conners’ rating scales and continuous performance tests. Arch Clin Neuropsychol 203:385–401. doi:10.1016/j.acn.2004.09.008
Alloway TP, Gathercole SE, Kirkwood HJ (2008) Working memory rating scale. Pearson Assessment, London
Schachar R, Sandberg S, Rutter M (1996) Agreement between teacher ratings and observations of hyperactivity, inattentiveness, and defiance. J Abn Psych 142:331–345
Stevens J, Quittner AL, Abikoff H (1998) Factors influencing elementary school teachers’ ratings of ADHD and ODD behaviors. J Clin Child Psychol 27:406–414. doi:10.1207/s15374424jccp2704_4
Conners K (2004) Continuous performance test. Multi-Health Systems Inc, Canada
Riccio CA, Reynolds CR, Lowe P, Moore JJ (2002) The continuous perfonnance test: a window on the neural substrates for attention? Arch Clin Neuropsychol 173:235–272. doi:10.1016/S0887-6177(01)00111-1
Cowan N, Alloway TP (2009) The development of working memory. In: Cowan N (ed) Development of memory in infancy and childhood, 2nd edn. Psychology Press, Hove (in press)
Alloway TP, Gathercole SE, Kirkwood HJ, Elliott JE (2009a) The cognitive and behavioural characteristics of children with low working memory. Child Dev (in press)
Alloway TP, Gathercole SE, Kirkwood HJ, Elliott JE (2008) Evaluating the validity of the automated working memory assessment. Educational Psyc 7:725–734
Gathercole SE, Alloway TP, Kirkwood HJ, Elliott JE, Holmes J, Hilton K (2008) Attentional and executive function behaviors in children with poor working memory. Learn Individ Differ 18:214–223. doi:10.1016/j.lindif.2007.10.003
Skuse D, Warrington R, Bishop DVM, Chowdury U, Mandy W, Place M (2004) The developmental, diagnostic and dimensional interview 3di: a novel computerized assessment for autistic spectrum disorders. J Am Acad Child Adolesc Psychiatry 43:548–558. doi:10.1097/00004583-200405000-00008
Alloway TP (2007) Automated working memory assessment. Pearson Assessment, London
Alloway TP, Gathercole SE, Kirkwood HJ, Elliott JE (2009b) Reliability and validity of the working memory rating scale. Learn Individ Differ (in press)
Corkum PV, Siegel LS (1993) Is the continuous performances task a valuable research tool for use with children with attention-deficit-hyperactivity disorder. J Child Psy Psyc 34:1217–1239. doi:10.1111/j.1469-7610.1993.tb01784.x
Halperin JM, Newcorn JH, Sharma V, Healey JM, Wolf LE, Pascualvaca DM (1990) Inattentive and nonattentive ADHD children - do they constitute a unitary group. J Abn Psych 18:437–449. doi:10.1007/BF00917645
Koelega HS (1995) Is the continuous performance task useful in research with ADHD children? Comments on a review. J Child Psy Psyc 36:1477–1485. doi:10.1111/j.1469-7610.1995.tb01677.x
McGee R, Brodeur D, Symons D, Andrade B, Fahie C (2004) Time perception: does it distinguish ADHD and RD children in a clinical sample? J Abn Psych 32:481–490. doi:10.1023/B:JACP.0000037778.61929.1b
Gaub M, Carlson CL (1997) Gender differences in ADHD: a meta-analysis and critical review. J Am Acad Child Adolesc Psychiatry 36:1036–1045. doi:10.1097/00004583-199708000-00011
Rucklidge J (2008) Gender differences in ADHD: implications for psychosocial treatments. Expert Rev Neurother 8:643–655. doi:10.1586/14737175.8.4.643
Nussbaum NL, Grant ML, Roman MJ, Poole JH, Bigler ED (1990) Attention deficit disorder and the mediating effect of age on academic and behavioural variables. J Dev Behav Pediatr 11:22–26. doi:10.1097/00004703-199002000-00005
Merrell C, Tymms P (2005) Rasch analysis of inattentive, hyperactive and impulsive behavior in young children and the link with academic achievement. J Appl Meas 6:1–18
Gathercole SE, Alloway TP (2008) Working memory and learning: a practical guide. Sage Press, London
Gathercole SE, Lamont E, Alloway TP (2006) Working memory in the classroom. In: Pickering S (ed) Working memory and education. Elsevier Press, London, pp 219–240