Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade / Daniel R. LEOPOLD in Journal of Child Psychology and Psychiatry, 57-9 (September 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1066-1074 Titre : Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade Type de document : Texte imprimé et/ou numérique Auteurs : Daniel R. LEOPOLD, Auteur ; Micaela E. CHRISTOPHER, Auteur ; G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur Article en page(s) : p.1066-1074 Langues : Anglais (eng) Mots-clés : ADHD  attention-deficit/hyperactivity disorder  sluggish cognitive tempo  sluggish tempo  inattention  hyperactivity  stability  temporal invariance  measurement invariance Index. décimale : PER Périodiques Résumé : Background Although multiple cross-sectional studies have shown symptoms of sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) to be statistically distinct, studies have yet to examine the temporal stability and measurement invariance of SCT in a longitudinal sample. To date, only six studies have assessed SCT longitudinally, with the longest study examining SCT over a 2-year period. The overall goals of this study were to assess the 10-year longitudinal stability and interfactor relationships of ADHD and SCT symptoms among a community sample of children. Methods Confirmatory factor analysis was used to assess the temporal invariance of ADHD and SCT symptoms in a large population-based longitudinal sample (International Longitudinal Twin Study of Early Reading Development) that included children assessed at preschool and after kindergarten, first, second, fourth, and ninth grades (n = 489). Latent autoregressive models were then estimated to assess the stability of these constructs. Results Results demonstrated invariance of item loadings and intercepts from preschool through ninth grades, as well as invariance of interfactor correlations. Results further indicated that both ADHD and SCT are highly stable across these years of development, that these symptom dimensions are related but also separable, and that hyperactivity/impulsivity and SCT are both more strongly correlated with inattention than with each other and show differential developmental trajectories. Specifically, even in the presence of latent simplex analyses providing support for the developmental stability of these dimensions, linear comparisons indicated that that mean levels of hyperactivity/impulsivity decreased with time, inattentive ratings were generally stable, and SCT tended to increase slightly across development. Conclusions This study adds to the current literature by being the first to systematically assess and demonstrate the temporal invariance and stability of ADHD and SCT across a span of 10 years. En ligne : http://dx.doi.org/10.1111/jcpp.12505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade [Texte imprimé et/ou numérique] / Daniel R. LEOPOLD, Auteur ; Micaela E. CHRISTOPHER, Auteur ; G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur . - p.1066-1074. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1066-1074 Mots-clés : ADHD  attention-deficit/hyperactivity disorder  sluggish cognitive tempo  sluggish tempo  inattention  hyperactivity  stability  temporal invariance  measurement invariance Index. décimale : PER Périodiques Résumé : Background Although multiple cross-sectional studies have shown symptoms of sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) to be statistically distinct, studies have yet to examine the temporal stability and measurement invariance of SCT in a longitudinal sample. To date, only six studies have assessed SCT longitudinally, with the longest study examining SCT over a 2-year period. The overall goals of this study were to assess the 10-year longitudinal stability and interfactor relationships of ADHD and SCT symptoms among a community sample of children. Methods Confirmatory factor analysis was used to assess the temporal invariance of ADHD and SCT symptoms in a large population-based longitudinal sample (International Longitudinal Twin Study of Early Reading Development) that included children assessed at preschool and after kindergarten, first, second, fourth, and ninth grades (n = 489). Latent autoregressive models were then estimated to assess the stability of these constructs. Results Results demonstrated invariance of item loadings and intercepts from preschool through ninth grades, as well as invariance of interfactor correlations. Results further indicated that both ADHD and SCT are highly stable across these years of development, that these symptom dimensions are related but also separable, and that hyperactivity/impulsivity and SCT are both more strongly correlated with inattention than with each other and show differential developmental trajectories. Specifically, even in the presence of latent simplex analyses providing support for the developmental stability of these dimensions, linear comparisons indicated that that mean levels of hyperactivity/impulsivity decreased with time, inattentive ratings were generally stable, and SCT tended to increase slightly across development. Conclusions This study adds to the current literature by being the first to systematically assess and demonstrate the temporal invariance and stability of ADHD and SCT across a span of 10 years. En ligne : http://dx.doi.org/10.1111/jcpp.12505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Clinical distinction between cognitive disengagement syndrome and ADHD presentations in a nationally representative sample of Spanish children and adolescents / G. Leonard BURNS in Journal of Child Psychology and Psychiatry, 65-12 (December 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1601-1611 Titre : Clinical distinction between cognitive disengagement syndrome and ADHD presentations in a nationally representative sample of Spanish children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Juan José MONTAÑO, Auteur ; Mateu SERVERA, Auteur Article en page(s) : p.1601-1611 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  cognitive disengagement syndrome  comorbidity  sluggish cognitive tempo  transdiagnostic Index. décimale : PER Périodiques Résumé : Background This study sought to determine whether cognitive disengagement syndrome (CDS, formerly sluggish cognitive tempo) has different external correlates relative to ADHD-inattentive presentation (INP), ADHD-hyperactive/impulsive presentation (HIP), and ADHD-combined presentation (CP). Methods Parents of a nationally representative sample of 5,525 Spanish youth (ages: 5?16, 56.1% boys) completed measures of CDS, ADHD-inattention (IN), and ADHD-hyperactivity/impulsivity (HI) and other measures. Scores greater/less than the top 5% on CDS, ADHD-IN, and ADHD-HI were used to create control (n?=?5,013, 90.73%), CDS-only (n?=?131, 2.37%), ADHD-INP-only (n?=?83, 1.50%), ADHD-HIP-only (n?=?113, 2.05%), ADHD-CP-only (n?=?48, 0.97%), CDS?+?ADHD-INP (n?=?44, 0.80%), CDS?+?ADHD-HIP (n?=?25, 0.45%), and CDS?+?ADHD-CP (n?=?68, 1.23%) groups. Results Forty-nine percent of youth with clinically elevated CDS did not qualify for any ADHD presentation, whereas 64% of youth with clinically elevated ADHD did not qualify for CDS. The CDS-only group was higher than the ADHD-INP-only, ADHD-HIP-only, and ADHD-CP-only groups on anxiety, depression, somatization, daytime sleep-related impairment, nighttime sleep disturbance, and peer withdrawal, whereas the CDS-only and ADHD-INP-only groups did not differ on ODD (ADHD-HIP-only and ADHD-CP-only higher) and academic impairment (ADHD-CP-only higher than CDS-only and ADHD-HIP-only lower than CDS-only). The CDS-only group also had higher rates of anxiety, depression, and bipolar disorder diagnoses than the ADHD-only group. Conclusions A distinction was found between CDS and each ADHD presentation, thus providing support for CDS as a syndrome that frequently co-occurs with yet is distinct from each ADHD presentation. En ligne : https://doi.org/10.1111/jcpp.14005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Clinical distinction between cognitive disengagement syndrome and ADHD presentations in a nationally representative sample of Spanish children and adolescents [Texte imprimé et/ou numérique] / G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Juan José MONTAÑO, Auteur ; Mateu SERVERA, Auteur . - p.1601-1611. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1601-1611 Mots-clés : Attention-deficit/hyperactivity disorder  cognitive disengagement syndrome  comorbidity  sluggish cognitive tempo  transdiagnostic Index. décimale : PER Périodiques Résumé : Background This study sought to determine whether cognitive disengagement syndrome (CDS, formerly sluggish cognitive tempo) has different external correlates relative to ADHD-inattentive presentation (INP), ADHD-hyperactive/impulsive presentation (HIP), and ADHD-combined presentation (CP). Methods Parents of a nationally representative sample of 5,525 Spanish youth (ages: 5?16, 56.1% boys) completed measures of CDS, ADHD-inattention (IN), and ADHD-hyperactivity/impulsivity (HI) and other measures. Scores greater/less than the top 5% on CDS, ADHD-IN, and ADHD-HI were used to create control (n?=?5,013, 90.73%), CDS-only (n?=?131, 2.37%), ADHD-INP-only (n?=?83, 1.50%), ADHD-HIP-only (n?=?113, 2.05%), ADHD-CP-only (n?=?48, 0.97%), CDS?+?ADHD-INP (n?=?44, 0.80%), CDS?+?ADHD-HIP (n?=?25, 0.45%), and CDS?+?ADHD-CP (n?=?68, 1.23%) groups. Results Forty-nine percent of youth with clinically elevated CDS did not qualify for any ADHD presentation, whereas 64% of youth with clinically elevated ADHD did not qualify for CDS. The CDS-only group was higher than the ADHD-INP-only, ADHD-HIP-only, and ADHD-CP-only groups on anxiety, depression, somatization, daytime sleep-related impairment, nighttime sleep disturbance, and peer withdrawal, whereas the CDS-only and ADHD-INP-only groups did not differ on ODD (ADHD-HIP-only and ADHD-CP-only higher) and academic impairment (ADHD-CP-only higher than CDS-only and ADHD-HIP-only lower than CDS-only). The CDS-only group also had higher rates of anxiety, depression, and bipolar disorder diagnoses than the ADHD-only group. Conclusions A distinction was found between CDS and each ADHD presentation, thus providing support for CDS as a syndrome that frequently co-occurs with yet is distinct from each ADHD presentation. En ligne : https://doi.org/10.1111/jcpp.14005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 59-10 (October 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1094-1104 Titre : Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning Type de document : Texte imprimé et/ou numérique Auteurs : Stephen P. BECKER, Auteur ; G. Leonard BURNS, Auteur ; D. R. LEOPOLD, Auteur ; R. K. OLSON, Auteur ; E. G. WILLCUTT, Auteur Article en page(s) : p.1094-1104 Langues : Anglais (eng) Mots-clés : Adhd academic achievement attention-deficit/hyperactivity disorder comorbidity processing speed sluggish cognitive tempo working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is distinct from attention-deficit/hyperactivity disorder inattention (ADHD-IN) and concurrently associated with a range of impairment domains. However, few longitudinal studies have examined SCT as a longitudinal predictor of adjustment. Studies to date have all used a relatively short longitudinal time span (6 months to 2 years) and only rating scale measures of adjustment. Using a prospective, multi-method design, this study examined whether SCT and ADHD-IN were differentially associated with functioning over a 10-year period between preschool and the end of ninth grade. METHODS: Latent state-trait modeling determined the trait variance (i.e. consistency across occasions) of SCT and ADHD-IN across four measurement points (preschool and the end of kindergarten, first grade, and second grade) in a large population-based longitudinal sample (N = 976). Regression analyses were used to examine trait SCT and ADHD-IN factors in early childhood as predictors of functioning at the end of ninth grade (i.e. parent ratings of psychopathology and social/academic functioning, reading and mathematics academic achievement scores, processing speed and working memory). RESULTS: Both SCT and ADHD-IN contained more trait variance (Ms = 65% and 61%, respectively) than occasion-specific variance (Ms = 35% and 39%) in early childhood, with trait variance increasing as children progressed from preschool through early elementary school. In regression analyses: (a) SCT significantly predicted greater withdrawal and anxiety/depression whereas ADHD-IN did not uniquely predict these internalizing domains; (b) ADHD-IN uniquely predicted more externalizing behaviors whereas SCT uniquely predicted fewer externalizing behaviors; (c) SCT uniquely predicted shyness whereas both SCT and ADHD-IN uniquely predicted global social difficulties; and (d) ADHD-IN uniquely predicted poorer math achievement and slower processing speed whereas SCT more consistently predicted poorer reading achievement. CONCLUSIONS: Findings of this study - from the longest prospective sample to date - provide the clearest evidence yet that SCT and ADHD-IN often differ when it comes to the functional outcomes they predict. En ligne : http://dx.doi.org/10.1111/jcpp.12946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning [Texte imprimé et/ou numérique] / Stephen P. BECKER, Auteur ; G. Leonard BURNS, Auteur ; D. R. LEOPOLD, Auteur ; R. K. OLSON, Auteur ; E. G. WILLCUTT, Auteur . - p.1094-1104. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1094-1104 Mots-clés : Adhd academic achievement attention-deficit/hyperactivity disorder comorbidity processing speed sluggish cognitive tempo working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is distinct from attention-deficit/hyperactivity disorder inattention (ADHD-IN) and concurrently associated with a range of impairment domains. However, few longitudinal studies have examined SCT as a longitudinal predictor of adjustment. Studies to date have all used a relatively short longitudinal time span (6 months to 2 years) and only rating scale measures of adjustment. Using a prospective, multi-method design, this study examined whether SCT and ADHD-IN were differentially associated with functioning over a 10-year period between preschool and the end of ninth grade. METHODS: Latent state-trait modeling determined the trait variance (i.e. consistency across occasions) of SCT and ADHD-IN across four measurement points (preschool and the end of kindergarten, first grade, and second grade) in a large population-based longitudinal sample (N = 976). Regression analyses were used to examine trait SCT and ADHD-IN factors in early childhood as predictors of functioning at the end of ninth grade (i.e. parent ratings of psychopathology and social/academic functioning, reading and mathematics academic achievement scores, processing speed and working memory). RESULTS: Both SCT and ADHD-IN contained more trait variance (Ms = 65% and 61%, respectively) than occasion-specific variance (Ms = 35% and 39%) in early childhood, with trait variance increasing as children progressed from preschool through early elementary school. In regression analyses: (a) SCT significantly predicted greater withdrawal and anxiety/depression whereas ADHD-IN did not uniquely predict these internalizing domains; (b) ADHD-IN uniquely predicted more externalizing behaviors whereas SCT uniquely predicted fewer externalizing behaviors; (c) SCT uniquely predicted shyness whereas both SCT and ADHD-IN uniquely predicted global social difficulties; and (d) ADHD-IN uniquely predicted poorer math achievement and slower processing speed whereas SCT more consistently predicted poorer reading achievement. CONCLUSIONS: Findings of this study - from the longest prospective sample to date - provide the clearest evidence yet that SCT and ADHD-IN often differ when it comes to the functional outcomes they predict. En ligne : http://dx.doi.org/10.1111/jcpp.12946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children / Mateu SERVERA in Development and Psychopathology, 32-2 (May 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-2 (May 2020) . - p.481-490 Titre : Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children Type de document : Texte imprimé et/ou numérique Auteurs : Mateu SERVERA, Auteur ; Raquel SEIJAS, Auteur ; Gloria GARCIA-BANDA, Auteur ; Christopher T. BARRY, Auteur ; Theodore P. BEAUCHAINE, Auteur ; G. Leonard BURNS, Auteur Article en page(s) : p.481-490 Langues : Anglais (eng) Mots-clés : callous/unemotional traits  latent panel model  limited prosocial emotions  oppositional defiant disorder Index. décimale : PER Périodiques Résumé : The objective was to determine the longitudinal associations between callous-unemotional (CU) and oppositional defiant (OD) behaviors from the first to fourth grades for Spanish children. Four possible outcomes were evaluated: (a) CU behaviors in the first grade predict increases in OD behaviors in the fourth grade, controlling for OD behaviors in the first grade; (b) OD behaviors in the first grade predict increases in CU behaviors in the fourth grade, controlling for CU behaviors in the first grade; (c) both unique effects are significant; and (d) neither unique effect is significant. A longitudinal panel model with two latent variables (CU and OD behaviors), three sources (mothers, fathers, teachers), and two occasions (spring of the first and fourth grades) was used to evaluate the four possibilities among 758 (54% boys) first grade and 469 (53% boys) fourth grade Spanish children. For mother-, father-, and teacher-reports, OD behaviors in the first grade predicted increases in CU behaviors in the fourth grade, after controlling for CU behaviors in the first grade, whereas CU behaviors in the first grade did not predict increases in OD behaviors in the fourth grade, after controlling for OD behaviors in the first grade. OD behaviors thus conferred independent vulnerability to increases in CU behaviors 3 years later among young children. En ligne : http://dx.doi.org/10.1017/s0954579419000221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children [Texte imprimé et/ou numérique] / Mateu SERVERA, Auteur ; Raquel SEIJAS, Auteur ; Gloria GARCIA-BANDA, Auteur ; Christopher T. BARRY, Auteur ; Theodore P. BEAUCHAINE, Auteur ; G. Leonard BURNS, Auteur . - p.481-490. Langues : Anglais (eng) in Development and Psychopathology > 32-2 (May 2020) . - p.481-490 Mots-clés : callous/unemotional traits  latent panel model  limited prosocial emotions  oppositional defiant disorder Index. décimale : PER Périodiques Résumé : The objective was to determine the longitudinal associations between callous-unemotional (CU) and oppositional defiant (OD) behaviors from the first to fourth grades for Spanish children. Four possible outcomes were evaluated: (a) CU behaviors in the first grade predict increases in OD behaviors in the fourth grade, controlling for OD behaviors in the first grade; (b) OD behaviors in the first grade predict increases in CU behaviors in the fourth grade, controlling for CU behaviors in the first grade; (c) both unique effects are significant; and (d) neither unique effect is significant. A longitudinal panel model with two latent variables (CU and OD behaviors), three sources (mothers, fathers, teachers), and two occasions (spring of the first and fourth grades) was used to evaluate the four possibilities among 758 (54% boys) first grade and 469 (53% boys) fourth grade Spanish children. For mother-, father-, and teacher-reports, OD behaviors in the first grade predicted increases in CU behaviors in the fourth grade, after controlling for CU behaviors in the first grade, whereas CU behaviors in the first grade did not predict increases in OD behaviors in the fourth grade, after controlling for OD behaviors in the first grade. OD behaviors thus conferred independent vulnerability to increases in CU behaviors 3 years later among young children. En ligne : http://dx.doi.org/10.1017/s0954579419000221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Oppositional defiant behavior toward adults and oppositional defiant behavior toward other children: evidence for two separate constructs with mothers'and fathers'ratings of Brazilian children / Marcela ALVES DE MOURA in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.23-30 Titre : Oppositional defiant behavior toward adults and oppositional defiant behavior toward other children: evidence for two separate constructs with mothers'and fathers'ratings of Brazilian children Type de document : Texte imprimé et/ou numérique Auteurs : Marcela ALVES DE MOURA, Auteur ; G. Leonard BURNS, Auteur Année de publication : 2010 Article en page(s) : p.23-30 Langues : Anglais (eng) Mots-clés : Oppositional-defiant-disorder attention-deficit/hyperactivity disorder confirmatory-factor-analysis agreement-between-mothers'-and-fathers'-ratings Brazil Index. décimale : PER Périodiques Résumé : Background: Confirmatory factor analysis (CFA) was used to determine if oppositional defiant behavior (ODB) toward adults and oppositional defiant behavior toward other children were constructs distinct from each other as well as from attention-deficit/hyperactivity disorder–hyperactivity/impulsivity (ADHD-HI), attention-deficit/hyperactivity disorder–inattention (ADHD-IN), and academic competence. Methods: Mothers and fathers rated the occurrence of the DSM-IV oppositional defiant disorder (ODD) symptoms where the target was an adult (e.g., argues with adults) and the ODD symptoms where the target was another child (brothers, sisters, or peers) (e.g., argues with other children) along with ADHD-IN, ADHD-HI, and academic competence in a sample of 894 Brazilian children on the Portuguese version of the Child and Adolescent Disruptive Behavior Inventory (CADBI). Results: The ODB-Adults' and ODB-Children's factors showed invariance (i.e., equality of like item loadings, intercepts, residuals; as well as like factor variances, covariances, and means), convergent validity, and discriminant validity from each other as well as from ADHD-IN, ADHD-HI, and academic competence between mothers' and fathers' ratings. Conclusions: With the Portuguese parent version of the CADBI, the evidence indicated that ODB-Adults and ODB-Children represent two constructs rather than one. The distinction between ODB-Adults and ODB-Children allows for a more specific study of the development of ODB in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02130.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=939 [article] Oppositional defiant behavior toward adults and oppositional defiant behavior toward other children: evidence for two separate constructs with mothers'and fathers'ratings of Brazilian children [Texte imprimé et/ou numérique] / Marcela ALVES DE MOURA, Auteur ; G. Leonard BURNS, Auteur . - 2010 . - p.23-30. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.23-30 Mots-clés : Oppositional-defiant-disorder attention-deficit/hyperactivity disorder confirmatory-factor-analysis agreement-between-mothers'-and-fathers'-ratings Brazil Index. décimale : PER Périodiques Résumé : Background: Confirmatory factor analysis (CFA) was used to determine if oppositional defiant behavior (ODB) toward adults and oppositional defiant behavior toward other children were constructs distinct from each other as well as from attention-deficit/hyperactivity disorder–hyperactivity/impulsivity (ADHD-HI), attention-deficit/hyperactivity disorder–inattention (ADHD-IN), and academic competence. Methods: Mothers and fathers rated the occurrence of the DSM-IV oppositional defiant disorder (ODD) symptoms where the target was an adult (e.g., argues with adults) and the ODD symptoms where the target was another child (brothers, sisters, or peers) (e.g., argues with other children) along with ADHD-IN, ADHD-HI, and academic competence in a sample of 894 Brazilian children on the Portuguese version of the Child and Adolescent Disruptive Behavior Inventory (CADBI). Results: The ODB-Adults' and ODB-Children's factors showed invariance (i.e., equality of like item loadings, intercepts, residuals; as well as like factor variances, covariances, and means), convergent validity, and discriminant validity from each other as well as from ADHD-IN, ADHD-HI, and academic competence between mothers' and fathers' ratings. Conclusions: With the Portuguese parent version of the CADBI, the evidence indicated that ODB-Adults and ODB-Children represent two constructs rather than one. The distinction between ODB-Adults and ODB-Children allows for a more specific study of the development of ODB in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02130.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=939

Understanding Trait and Sources Effects in Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder Rating Scales: Mothers', Fathers', and Teachers'Ratings of Children From the Balearic Islands / Mateu SERVERA in Journal of Clinical Child & Adolescent Psychology, 39-1 (January-February 2010)  

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