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Volpe RJ, Matta M, Briesch AM, Owens JS. Formative behavioral assessment across eight constructs: Dependability of direct behavior ratings and formative behavior rating measures. J Sch Psychol 2023; 101:101251. [PMID: 37951664 DOI: 10.1016/j.jsp.2023.101251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 08/14/2023] [Accepted: 09/09/2023] [Indexed: 11/14/2023]
Abstract
Due to their promise as a feasible tool for evaluating the effects of school-based interventions, Direct Behavior Ratings (DBR) have received much research attention over the past 2 decades. Although DBR methodology has demonstrated much promise, favorable psychometric characteristics only have been demonstrated for tools measuring a small number of constructs. Likewise, although a variety of methods of DBR have been proposed, most extant studies have focused on the use of single-item methods. The present study examined the dependability of four methods of formative behavioral assessment (i.e., single-item and multi-item ratings administered either daily [DBR] or weekly [formative behavior rating measures or FBRM]) across eight psychological constructs (i.e., interpersonal skills, academic engagement, organizational skills, disruptive behavior, oppositional behavior, interpersonal conflict, anxious depressed, and social withdrawal). School-based professionals (N = 91; i.e., teachers, paraprofessionals, and intervention specialists) each rated one student across all eight constructs after being assigned to one of the four assessment conditions. Dependability estimates varied substantially across methods and constructs (range = 0.75-0.96), although findings of the present study support the use of the broad set of formative assessment tools evaluated.
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Affiliation(s)
- Robert J Volpe
- Department of Applied Psychology, Northeastern University, 360 Huntington Ave., Boston, MA 02115, USA.
| | - Michael Matta
- Department of Psychological, Health, and Learning Sciences, University of Houston, Farish Hall 429, 3657 Cullen Blvd., Houston, TX 77204, USA
| | - Amy M Briesch
- Department of Applied Psychology, Northeastern University, 360 Huntington Ave., Boston, MA 02115, USA
| | - Julie S Owens
- Department of Psychology, Ohio University, Porter Hall 200, Athens, OH 45701, UK
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Lee RR, Ward AR, Lane DM, Aman MG, Loveland KA, Mansour R, Pearson DA. Executive Function in Autism: Association with ADHD and ASD Symptoms. J Autism Dev Disord 2023; 53:688-700. [PMID: 33515417 PMCID: PMC8322145 DOI: 10.1007/s10803-020-04852-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/16/2020] [Indexed: 12/12/2022]
Abstract
There is substantial comorbidity between autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD), and there are well-documented executive functioning (EF) deficits in both populations. An important question concerns whether EF deficits in children with ASD are related to severity of ASD, ADHD, or both. We examined ADHD and ASD symptoms in relation to ratings of EF in the home and classroom. The sample comprised 64 children (55 males) diagnosed with ASD (mean age = 9.26 years; mean FSIQ = 92). Analyses indicated that parent and teacher ratings of EF (except Shift and Emotional Control) were consistently related to ADHD symptom severity, but not to ASD severity. Thus, functioning in the domains of Shift and Emotional control appear relatively spared, whereas performance in all other EF was impaired in relation to ADHD symptoms.
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Affiliation(s)
- Rachel R Lee
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Anthony R Ward
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | | | | | - Katherine A Loveland
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Rosleen Mansour
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Deborah A Pearson
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA.
- Louis A. Faillace M.D. Department of Psychiatry & Behavioral Sciences, McGovern Medical School, University of Texas Health Science Center at Houston, 1941 East Road, Room 3.126 BBSB, Houston, TX, 77054, USA.
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Gomez R, Stavropoulos V, Gomez A, Brown T, Watson S. Network analyses of Oppositional Defiant Disorder (ODD) symptoms in children. BMC Psychiatry 2022; 22:263. [PMID: 35418047 PMCID: PMC9009058 DOI: 10.1186/s12888-022-03892-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 01/13/2022] [Indexed: 11/10/2022] Open
Abstract
Based on parent and teacher ratings of their children, this study used regularized partial correlation network analysis (EBIC glasso) to examine the structure of DSM-5 Oppositional Defiant Disorder (ODD) symptoms. Parent and teachers (N = 934) from the general community in Malaysia completed questionnaires covering DSM-5 ODD symptoms. The most central ODD symptom for parent ratings was anger, followed by argue. For teacher ratings, it was anger, followed by defy. For both parent and teacher ratings, the networks revealed at least medium effect size connections for temper and argue, defy, and argue, blames others, and annoy, and spiteful and angry. Overall, the findings were highly comparable across parent and teacher ratings, and they showed a novel understanding of the structure of the ODD symptoms. The clinical implications of the findings for assessment and treatment of ODD are discussed.
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Affiliation(s)
- Rapson Gomez
- grid.1040.50000 0001 1091 4859Federation University, Ballarat, Australia
| | | | - Andre Gomez
- Wings Wellness Psychology Clinic, 116 Derrimut Road, Hoppers Crossing, Victoria 3029 Australia
| | - Taylor Brown
- grid.1019.90000 0001 0396 9544Victoria University, Footscray, Australia
| | - Shaun Watson
- grid.1040.50000 0001 1091 4859Federation University, Ballarat, Australia
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Abstract
This study examined the factor structure and internal consistency of special education teaching staff ratings on the Social Responsiveness Scale-2 (SRS-2; Constantino and Gruber 2012), as well as the percentage of ratings falling above pre-established cut scores, for a sample of lower-functioning youth with autism spectrum disorder (ASD; n = 264). Results of the exploratory factor analysis yielded a four-factor correlated solution. The individual factors and total score demonstrated satisfactory internal consistency reliability for screening purposes. When applying the lowest pre-established cut score (T ≥ 60; minimum indication of clinically significant symptoms/impairments), 85 % of the sample had ratings in that range or higher (more severe). Implications for assessment and future research are provided.
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Affiliation(s)
- Andrew T Nelson
- The Summit Center, 150 Stahl Road, Getzville, NY, 14068, USA.
| | - Christopher Lopata
- Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY, 14208, USA
| | - Martin A Volker
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, 220 Trowbridge Rd, East Lansing, MI, 48824, USA
| | - Marcus L Thomeer
- Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY, 14208, USA
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Abstract
Background A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. Methods Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. Results Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. Conclusions The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom.
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Affiliation(s)
- Rebecca M Jones
- Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, 21 Bloomingdale Road, White Plains, NY 10605 USA
| | - Andrew Pickles
- Department of Biostatistics, Institute of Psychiatry, King's College London, London, UK
| | - Catherine Lord
- Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, 21 Bloomingdale Road, White Plains, NY 10605 USA
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Meisinger RE, Lefler EK. Pre-service teachers' perceptions of sluggish cognitive tempo. Atten Defic Hyperact Disord 2017; 9:89-100. [PMID: 27804023 DOI: 10.1007/s12402-016-0207-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2016] [Accepted: 10/22/2016] [Indexed: 10/20/2022]
Abstract
Sluggish cognitive tempo (SCT) is characterized by a passive form of inattention that may not overtly disrupt classroom goals. Due to the nature of these symptoms, children with SCT may be "falling through the cracks" in schools. The current study examined pre-service teachers' perceptions of SCT in the classroom. Undergraduate education majors (n = 161) read vignettes describing fictitious fourth-grade boys presenting with symptoms of SCT, attention-deficit/hyperactivity disorder (ADHD), or a non-ADHD-related control: social anxiety disorder (SA), and rated each of the vignettes in terms of their perceptions of the boy described. Results were analyzed using repeated measures ANOVAs and paired-sample t tests. Pre-service teachers viewed all three sets of symptoms as concerning, but viewed ADHD behaviors as the most problematic. These results are promising, as they suggest that pre-service teachers are concerned about both hyperactive (i.e., ADHD) and non-hyperactive behavioral problems (i.e., SCT and SA). Implications and future directions are discussed.
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Affiliation(s)
- Rachel E Meisinger
- Department of Psychology, University of Northern Iowa, Cedar Falls, IA, 50614-0505, USA.,Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Elizabeth K Lefler
- Department of Psychology, University of Northern Iowa, Cedar Falls, IA, 50614-0505, USA.
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Tuvblad C, Fanti KA, Andershed H, Colins OF, Larsson H. Psychopathic personality traits in 5 year old twins: the importance of genetic and shared environmental influences. Eur Child Adolesc Psychiatry 2017; 26:469-479. [PMID: 27683227 PMCID: PMC5364258 DOI: 10.1007/s00787-016-0899-1] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Accepted: 08/21/2016] [Indexed: 01/08/2023]
Abstract
There is limited research on the genetic and environmental bases of psychopathic personality traits in children. In this study, psychopathic personality traits were assessed in a total of 1189 5-year-old boys and girls drawn from the Preschool Twin Study in Sweden. Psychopathic personality traits were assessed with the Child Problematic Traits Inventory, a teacher-report measure of psychopathic personality traits in children ranging from 3 to 12 years old. Univariate results showed that genetic influences accounted for 57, 25, and 74 % of the variance in the grandiose-deceitful, callous-unemotional, and impulsive-need for stimulation dimensions, while the shared environment accounted for 17, 48 and 9 % (n.s.) in grandiose-deceitful and callous-unemotional, impulsive-need for stimulation dimensions, respectively. No sex differences were found in the genetic and environmental variance components. The non-shared environment accounted for the remaining 26, 27 and 17 % of the variance, respectively. The three dimensions of psychopathic personality were moderately correlated (0.54-0.66) and these correlations were primarily mediated by genetic and shared environmental factors. In contrast to research conducted with adolescent and adult twins, we found that both genetic and shared environmental factors influenced psychopathic personality traits in early childhood. These findings indicate that etiological models of psychopathic personality traits would benefit by taking developmental stages and processes into consideration.
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Affiliation(s)
- Catherine Tuvblad
- School of Psychology, Law and Social Work, Örebro University, Örebro, Sweden
- Department of Psychology, University of Southern California, Los Angeles, CA USA
| | - Kostas A. Fanti
- Department of Psychology, University of Cyprus, Nicosia, Cyprus
| | - Henrik Andershed
- School of Psychology, Law and Social Work, Örebro University, Örebro, Sweden
| | - Olivier F. Colins
- School of Psychology, Law and Social Work, Örebro University, Örebro, Sweden
- Departments of Child and Adolescent Psychiatry, Curium-Leiden University Medical Center, Leiden, The Netherlands
| | - Henrik Larsson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Solna, Sweden
- Karolinska Institute Center for Neurodevelopmental Disorders, Solna, Sweden
- School of Medical Sciences, Örebro University, Örebro, Sweden
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Gomez R. Factor structure of parent and teacher ratings of the ODD symptoms for Malaysian primary school children. Asian J Psychiatr 2017; 25:22-26. [PMID: 28262156 DOI: 10.1016/j.ajp.2016.10.013] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2016] [Revised: 10/01/2016] [Accepted: 10/10/2016] [Indexed: 11/16/2022]
Abstract
This present study used confirmatory factor analysis (CFA) to examine the applicability of one-, two- three- and second order Oppositional Defiant Disorder (ODD) factor models, proposed in previous studies, in a group of Malaysian primary school children. These models were primarily based on parent reports. In the current study, parent and teacher ratings of the ODD symptoms were obtained for 934 children. For both groups of respondents, the findings showing some support for all models examined, with most support for a second order model with Burke et al. (2010) three factors (oppositional, antagonistic, and negative affect) as the primary factors. The diagnostic implications of the findings are discussed.
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Abstract
BACKGROUND The study used confirmatory factor analysis to ascertain support for the bifactor model of the Attention Deficit/Hyperactivity Disorder (ADHD) symptoms, based on parent and teacher ratings for a group of Malaysian children. METHODS Malaysian parents and teachers completed ratings of ADHD and Opposition Defiant Disorder (ODD) symptoms for 934 children. RESULTS For both sets of ratings, the findings indicating good fit for the bifactor model, and the factors in this model showed differential associations with ODD, thereby supporting the internal and external validity of this model. DISCUSSION The theoretical and clinical implications of the findings are discussed.
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Kettler RJ, Albers CA. Predictive validity of curriculum-based measurement and teacher ratings of academic achievement. J Sch Psychol 2013; 51:499-515. [PMID: 23870444 DOI: 10.1016/j.jsp.2013.02.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2011] [Revised: 02/25/2013] [Accepted: 02/26/2013] [Indexed: 11/17/2022]
Abstract
Two alternative universal screening approaches to identify students with early learning difficulties were examined, along with a combination of these approaches. These approaches, consisting of (a) curriculum-based measurement (CBM) and (b) teacher ratings using Performance Screening Guides (PSGs), served as predictors of achievement tests in reading and mathematics. Participants included 413 students in grades 1, 2, and 3 in Tennessee (n=118) and Wisconsin (n=295) who were divided into six subsamples defined by grade and state. Reading and mathematics achievement tests with established psychometric properties were used as criteria within a concurrent and predictive validity framework. Across both achievement areas, CBM probes shared more variance with criterion measures than did teacher ratings, although teacher ratings added incremental validity among most subsamples. PSGs tended to be more accurate for identifying students in need of assistance at a 1-month interval, whereas CBM probes were more accurate at a 6-month interval. Teachers indicated that (a) false negatives are more problematic than are false positives, (b) both screening methods are useful for identifying early learning difficulties, and (c) both screening methods are useful for identifying students in need of interventions. Collectively, these findings suggest that the two types of measures, when used together, yield valuable information about students who need assistance in reading and mathematics.
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Affiliation(s)
- Ryan J Kettler
- Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, NJ 08854, USA.
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