Assessing anxiety with the Child Behavior Checklist and the Teacher Report Form

Kendall, Philip C.; Puliafico, Anthony C.; Barmish, Andrea J.; Choudhury, Muniya S.; Henin, Aude; Treadwell, Kimberli S.

doi:10.1016/j.janxdis.2006.10.012

Cited by 82 publications

(72 citation statements)

References 35 publications

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“…Also, the newer DSM-based anxiety scale of the CBCL was used to focus on anxiety rather than the aggregation of anxiety and depression. However, it is noted that the DSM-based anxiety scale had less than desirable internal consistency, and although the DSM-based scales have been psychometrically validated (Nakamura et al 2009), further validation of the DSM-based CBCL scales and the anxiety scale in particular (e.g., Kendall et al 2007) is recommended. In addition, the ADHD symptom domain analyses should be considered preliminary, as the ADHD subscales created for this study need further validation.…”

Section: Discussionmentioning

confidence: 99%

Aggression Among Children with ADHD, Anxiety, or Co-occurring Symptoms: Competing Exacerbation and Attenuation Hypotheses

Becker

Luebbe

Stoppelbein

et al. 2011

J Abnorm Child Psychol

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Competing hypotheses for explaining the role of anxiety in the relation between attention-deficit/hyperactivity disorder (ADHD) symptoms and childhood aggression were evaluated. Two studies tested whether anxiety exacerbated, attenuated, or had no effect on the relation between ADHD and aggression subtypes among psychiatrically hospitalized children. In Study 1 (N = 99), children who scored above clinical cut-off levels for anxiety only, ADHD only, and co-occurring ADHD and anxiety were compared on aggression subtypes (i.e., reactive, proactive, overt, and relational aggression). In Study 2, the moderating role of anxiety on the relation between ADHD and aggression subtypes was examined with a larger sample (N = 265) and with continuous variables. No support was found for either the attenuation or exacerbation hypothesis, and results remained consistent when separately examining hyperactivity/impulsivity and inattention symptoms of ADHD. Although ADHD symptoms were significantly associated with all aggression subtypes, this association did not remain when including symptoms of oppositional defiant disorder.

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Section: Discussionmentioning

confidence: 99%

Aggression Among Children with ADHD, Anxiety, or Co-occurring Symptoms: Competing Exacerbation and Attenuation Hypotheses

Becker

Luebbe

Stoppelbein

et al. 2011

J Abnorm Child Psychol

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“…Indeed, of the 488 youth, 175 (35.9 %) received all three anxiety disorders as coprimary and an additional 209 (42.8 %) received at least two of these anxiety disorders as co-primary. Examples of the former approach include several child-focused anxiety treatment studies [7][8][9][10][11][12], which have included only youth with single disorders such as GAD or SAD. These same decision making rules have been extended to basic psychopathology research where investigators have examined only children with a single primary anxiety diagnosis [13][14][15] and excluded others from study.…”

Section: Introductionmentioning

confidence: 99%

Primary Versus Secondary Diagnosis of Generalized Anxiety Disorder in Youth: Is the Distinction an Important One?

Ollendick

Jarrett

White

et al. 2015

Child Psychiatry Hum Dev

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Examine whether children with a primary diagnosis of generalized anxiety disorder (GAD) differ from children with a secondary diagnosis of GAD on clinician, parent, teacher, and youth-report measures. Based on consensus diagnoses, 64 youth referred to a general outpatient assessment clinic were categorized as having either a primary or secondary diagnosis of GAD. A semi-structured diagnostic interview was used to guide diagnostic decisions and assign primary versus secondary diagnostic status. We predicted that youth with a primary GAD diagnosis would present with greater anxiety symptomatology and symptom impairment on a variety of anxiety-related measures than youth with a secondary GAD diagnosis. Contrary to our hypotheses, no differences were found between those with primary versus secondary GAD diagnoses on measures of symptom severity and clinical impairment, comorbid diagnoses, or youth and teacher-report measures. Our findings have potential implications for the current practice of requiring primary anxiety diagnostic status as an inclusion criterion in clinical research and treatment outcome studies. Assuming our findings are confirmed in larger samples and with other anxiety disorders, future clinical trials and basic psychopathology research might not exclude youth based on absence of a particular anxiety disorder as the primary disorder but rather include individuals for whom that anxiety disorder is secondary as well.

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“…Most anxieties and fears at mild to moderate levels are essential for the development and training of children (Muris, 2007;Li & Lopez, 2007;Whiteside & Brown, 2008), but severe anxiety interferes with children's normal functioning. If left untreated, they can continue into adolescence and adulthood (Muris et al, 2003;Kendall et al, 2007). In addition, childhood anxiety disorders are associated with the high risk of anxiety disorders, depression, and drug abuse in adulthood (Brückl et al, 2007;Dubi & Schneider, 2009).…”

Section: Introductionmentioning

confidence: 99%

Effect of the Communication Skill Training of Mothers Using Multimedia on the Anxiety Levels of Primary School Students

Mohamadi¹,

Hajiamini²,

Ebadi³

et al. 2014

PSYCH

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Assessing anxiety with the Child Behavior Checklist and the Teacher Report Form

Cited by 82 publications

References 35 publications

Aggression Among Children with ADHD, Anxiety, or Co-occurring Symptoms: Competing Exacerbation and Attenuation Hypotheses

Aggression Among Children with ADHD, Anxiety, or Co-occurring Symptoms: Competing Exacerbation and Attenuation Hypotheses

Primary Versus Secondary Diagnosis of Generalized Anxiety Disorder in Youth: Is the Distinction an Important One?

Effect of the Communication Skill Training of Mothers Using Multimedia on the Anxiety Levels of Primary School Students

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