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1. Retrospective Ratings of ADHD Symptoms Made at Young Adulthood by Clinic-Referred Boys with ADHD-Related Problems, Their Brothers without ADHD, and Control Participants (EJ775199)
Author(s):
Loney, Jan; Ledolter, Johannes; Kramer, John R.; Volpe, Robert J.
Source:
Psychological Assessment, v19 n3 p269-280 Sep 2007
Pub Date:
2007-09-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Psychopathology; Examiners; Young Adults; Validity; Males; Hyperactivity; Children; Symptoms (Individual Disorders); Attention Deficit Disorders; Aggression; Clinical Diagnosis; Siblings; Age Differences; Measurement Techniques
Abstract: Retrospective childhood attention-deficit/hyperactivity disorder (ADHD) symptoms are required to diagnosis adult ADHD, but the validity of self-rated symptoms across time is questionable. Here, boys with ADHD-related problems, their brothers without ADHD, and former schoolmates rated themselves during young adulthood for ages 9, 14, and 19. Brothers rated probands retrospectively at the same ages. The young adults referred as children for ADHD (a) acknowledged childhood symptoms; (b) described improvement over time; (c) did not differ from brothers or controls on most self-ratings of young adult symptoms; (d) rated themselves as more symptomatic at age 9, but less symptomatic at age 19, than their brothers rated them; and (e) agreed only to some degree with brothers' ratings of probands' aggression (median correlation = 0.22). Probands' ratings showed limited agreement with judges' symptom ratings (median correlation = 0.16) and young adult follow-up examiners' ratings (median correlation = 0.14). These findings are not accounted for solely by changes in informants, nor by the course of ADHD psychopathology. They suggest some stability but limited internal consistency and validity for retrospective ADHD ratings by probands and brothers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Consultation-Based Academic Intervention for Children with Attention Deficit Hyperactivity Disorder: School Functioning Outcomes (EJ788330)
Jitendra, Asha K.; DuPaul, George J.; Volpe, Robert J.; Tresco, Katy E.; Junod, Rosemary E. Vile; Lutz, J. Gary; Cleary, Kristi S.; Flammer-Rivera, Lizette M.; Manella, Mark C.
School Psychology Review, v36 n2 p217-236 2007
2007-00-00
Descriptors: Report Cards; Intervention; Curriculum Based Assessment; Hyperactivity; Attention Deficit Disorders; Teacher Collaboration; Academic Achievement; Consultants; Grades (Scholastic); Screening Tests; Elementary School Students
Abstract: This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting "Diagnostic and Statistical Manual" (4th ed.--text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., curriculum-based assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed. (Contains 6 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Multisetting Assessment-Based Intervention for Young Children at Risk for Attention Deficit Hyperactivity Disorder: Initial Effects on Academic and Behavioral Functioning (EJ788327)
Kern, Lee; DuPaul, George J.; Volpe, Robert J.; Sokol, Natalie G.; Lutz, J. Gary; Arbolino, Lauren A.; Pipan, Mary; VanBrakle, John D.
School Psychology Review, v36 n2 p237-255 2007
Descriptors: Early Intervention; Parent Education; Hyperactivity; Attention Deficit Disorders; Child Care; Symptoms (Individual Disorders); Preschool Children; Comparative Analysis; Child Behavior; Measures (Individuals); Academic Ability
Abstract: Recent research suggests that symptoms of attention deficit hyperactivity disorder may begin to emerge in children at a very young age. Given that early onset is associated with more deleterious outcomes, early intervention is imperative. In the current study, we evaluated the effectiveness of two different interventions with children aged 3-5 years. A multicomponent intervention combined parent education and individualized assessment-based intervention in home and preschool or day care settings was compared with a parent education intervention consisting of parent education alone. Both interventions resulted in significant improvements measured by standardized assessments of behavior and preacademic skills. There were no significant differences between the intervention groups 1 year postintervention. Implications for further research and practice are discussed. (Contains 6 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Relationships among Relational Communication Processes and Consultation Outcomes for Students with Attention Deficit Hyperactivity Disorder (EJ788320)
Erchul, William P.; DuPaul, George J.; Grissom, Priscilla F.; Junod, Rosemary E. Vile; Jitendra, Asha K.; Mannella, Mark C.; Tresco, Katy E.; Flammer-Rivera, Lizette M.; Volpe, Robert J.
School Psychology Review, v36 n1 p111-129 2007
Journal Articles; Reports - Research
Descriptors: Psychological Services; Elementary School Students; Interpersonal Communication; Intervention; Consultants; Hyperactivity; Attention Deficit Disorders; Integrity; Coding; Teacher Behavior; Teacher Student Relationship; Outcomes of Treatment; Teacher Role
Abstract: Consultation has been shown to be an effective means to deliver school-based psychological services. The purpose of this study was to link patterns of consultant and teacher verbal interactions to consultation outcomes. Relational communication (Rogers & Escudero, 2004) was the research perspective taken, and the source of the consultation interviews was a large-scale assessment and intervention study of students with attention deficit hyperactivity disorder. Participants were five consultants, 42 teachers, and 42 elementary school students who were diagnosed with attention deficit hyperactivity disorder. The initial consultation interview for each case was coded using the Rogers and Farace (1975) coding system. Variables reflecting the nature of interpersonal influence within consultation-- domineeringness and dominance--were calculated for consultants and teachers. Teacher dominance (successful influence) was associated with (a) teacher ratings of intervention effectiveness (r = 0.48), (b) teacher ratings of student progress-to-target behavior (r = 0.33), and (c) consultant observations of teachers' treatment integrity (r = -0.32). Results suggest that greater attention be paid to how teachers contribute to the process and content of consultation. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Consultation-Based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement (EJ748581)
DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Tresco, Katy E.; Lutz, J. Gary; Vile Junod, Rosemary E.; Cleary, Kristi S.; Flammer, Lizette M.; Mannella, Mark C.
Journal of Abnormal Child Psychology, v34 n5 p633-646 Oct 2006
2006-10-00
Descriptors: Intervention; Attention Deficit Disorders; Hyperactivity; Reading Achievement; Mathematics Achievement; Models; Children; Consultation Programs; Decision Making; Cooperation; Standardized Tests; Scores; Outcomes of Education
Abstract: The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N = 167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Children with Attention Deficit Hyperactivity Disorder: Are There Gender Differences in School Functioning? (EJ788255)
DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary E. Vile; Volpe, Robert J.; Lutz, J. Gary
School Psychology Review, v35 n2 p292-308 2006
2006-00-00
Descriptors: Elementary School Students; Student Behavior; Hyperactivity; Attention Deficit Disorders; Achievement Tests; Gender Differences; Observation; Teacher Attitudes; Academic Achievement; Social Behavior; Emotional Development; Multivariate Analysis; Measures (Individuals)
Abstract: Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic criteria for ADHD. School functioning was assessed using teacher ratings, direct observations of classroom behavior, and a standardized, norm-referenced achievement test. Results indicated that participants, regardless of gender, experienced impairment across all functioning domains. The few gender differences obtained varied across areas of functioning and were dependent, in part, on the type of score and comparison group used. Specifically, although girls were less likely to have ADHD than were boys, when they did exhibit this disorder, their impairments were as severe, or possibly more severe, than for boys relative to non-ADHD peers of the same gender. Implications of these findings for school-based practice and research are discussed. (Contains 3 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers (EJ788229)
Volpe, Robert J.; DuPaul, George J.; DiPerna, James C.; Jitendra, Asha K.; Lutz, J. Gary; Tresco, Katy; Junod, Rosemary Vile
School Psychology Review, v35 n1 p47-61 2006
Descriptors: Structural Equation Models; Mathematics Achievement; Academic Achievement; Hyperactivity; Attention Deficit Disorders; Learning Motivation; Study Skills; Elementary School Students; Symptoms (Individual Disorders); Study Habits; Reading Achievement; Time on Task
Abstract: The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined using structural equation modeling wherein student academic enablers (motivation, study skills, interpersonal skills, and engagement) and prior academic achievement served as mediators of the relationship between ADHD and academic achievement in mathematics and reading. Results of these analyses indicate that after controlling for the influence of prior achievement, ADHD influences motivation, which influences study skills to promote academic achievement. The article concludes with a discussion of the practical implications of these findings and how they extend prior research on the relationship between ADHD and academic achievement. (Contains 3 figures, 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Classroom Observations of Students with and without ADHD: Differences across Types of Engagement (EJ737816)
Junod, Rosemary E. Vile; DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Cleary, Kristi S.
Journal of School Psychology, v44 n2 p87-104 Apr 2006
2006-04-00
Descriptors: Attention Deficit Disorders; Hyperactivity; Student Behavior; Mathematics Instruction; Reading Instruction; Elementary School Students; Time on Task; Academic Achievement; Classroom Observation Techniques; Learning Problems; Comparative Analysis
Abstract: The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades (EJ724252)
DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.
Journal of School Psychology, v43 n5 p379-392 Nov 2005
2005-11-00
Descriptors: Study Skills; Structural Equation Models; Mathematics Achievement; Learning Motivation; Elementary School Students; Interpersonal Competence; Mathematics Teachers; Student Motivation; Student Participation
Abstract: The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6) samples of elementary students. The results of structural equation modeling analyses indicated that prior achievement and interpersonal skills predict motivation, which then predicts study skills and engagement. These latter skills, in turn, are positively associated with academic achievement. Differences in magnitude of specific model pathways, however, were noted between the primary and intermediate samples. Implications of the findings and directions for future research regarding models of academic enablers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Validation of Three Dimensions of Childhood Psychopathology in Young Clinic-Referred Boys (EJ806951)
Loney, Jan; Carlson, Gabrielle A.; Salisbury, Helen; Volpe, Robert J.
Journal of Attention Disorders, v8 n4 p169-181 2005
2005-00-00
Descriptors: Mothers; Fathers; Educational Attainment; Family Income; Parenting Styles; Psychopathology; Achievement Tests; Adolescents; Depression (Psychology); Clinics; Males; Validity; Measures (Individuals); Aggression; Anxiety; Attention Deficit Disorders; Hyperactivity; Symptoms (Individual Disorders); One Parent Family; Cognitive Tests; Therapy
Abstract: Short measures of child inattention-overactivity (IO), aggression-defiance (AG), and anxiety-depression or emotionality (EM) derived through a double validation procedure are administered to mothers of 243 clinic-referred suburban New York boys between 6 and 10 years of age. Mother-rated IO is uniquely related to poor performance on cognitive and achievement tests; observed inattentive, hyperactive, and impulsive behaviors in a restricted academic setting; less father education and lower family income; and most mother-reported impairments and treatment use. Mothers of high-IO boys describe themselves and their sons as having similar childhood symptoms. AG is uniquely related to child-reported disruptive behavior and sensation seeking, many measures of family conflict and negative parenting styles, and mother-reported symptom pervasiveness and number of treatments. EM is uniquely related only to poorer cognitive and achievement test performance, living with one parent, parents who considered themselves too busy, and fewer friends. Each dimension also is associated with parallel teacher-rated factors. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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