Comparing the convergent validity and clinical utility of the Behavior Assessment System for Children-Parent Rating Scales and Child Behavior Checklist in children with epilepsy

Bender, H. Allison; Auciello, Dominick; Morrison, Chris; MacAllister, William S.; Zaroff, Charles M.

doi:10.1016/j.yebeh.2008.03.007

Cited by 53 publications

(12 citation statements)

References 38 publications

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“…Parent Rating Scales from The Behavior Assessment System for Children second edition (BASC‐2), a valid and reliable comprehensive measure of a child's problem behaviors and appropriate for use in children age 2 to 11 years, was used to assess ADHD‐related symptoms from the clinical problems subscales: hyperactivity (HY) and attention problem (AP) . These clinical subscales have been shown to discriminate between children with ADHD and healthy controls .…”

Section: Methodsmentioning

confidence: 99%

Associations between attention deficit hyperactivity disorder symptoms and eating behaviors in early childhood

et al. 2020

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Background: Attention-deficit/hyperactivity disorder (ADHD) symptoms have been linked with eating behaviors and obesity adolescence and young adulthood. Yet, little is known about whether these associations occur during early childhood and few studies have examined these associations prospectively.Objectives: To assess magnitude and direction of associations between childhood ADHD symptoms and eating behaviors. Methods: Participants were from the Newborn Epigenetics Study (N = 470, M age = 4 years). Multivariable linear regression models were used to examine crosssectional associations between ADHD symptoms and eating behaviors. Latent Change Score (LCS) modeling was performed to examine prospective association among a subset of children with available follow-up data. (N = 100, M age = 7 years). Results:The cross-sectional results showed that attention problem (AP) and hyperactivity (HY) were positively associated with food responsiveness, emotional overeating, desire to drink, and slowness in eating. AP, but not HY, was inversely associated with enjoyment of food. Results of the LCS models revealed AP and HY were both positively associated with prospective changes in emotional overeating and satiety responsiveness. AP was further positively associated with prospective changes in food responsiveness. The reverse relationship predicting changes in ADHD symptoms from earlier assessments of eating behaviors was not significant. Conclusion:Results suggest a link between ADHD symptoms and obesity-related eating behaviors in early childhood, highlighting the need to address self-regulation and healthy eating behaviors in the prevention of childhood obesity. K E Y W O R D S

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Section: Methodsmentioning

confidence: 99%

Associations between attention deficit hyperactivity disorder symptoms and eating behaviors in early childhood

et al. 2020

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“…Such instruments are particularly useful in busy clinic settings, as they require minimal time to complete and minimal training to administer. Caregiver ratings on the CBCL and BASC-2 have demonstrated excellent reliability and validity in clinical and nonclinical populations, including those with intellectual disability (Dekker, Nunn, Einfeld et al, 2002); however, studies of convergent validity are limited (Reynolds & Kemphaus, 2004; Bender, Auciello, Morrison, MacAllister, & Zaroff, 2008). Further, studies have raised questions regarding the sensitivity and specificity of the CBCL when used in typically developing children (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Further, studies have raised questions regarding the sensitivity and specificity of the CBCL when used in typically developing children (e.g. Jensen, Salzberg, Richters, et al, 1993), as well as those with acquired neurologic injury (e.g., Bender, Auciello, Morrison, et al, 2008) and chronic medical conditions (e.g., Holmes, Respess, Greer, et al, 1998). With additional measures of response validity and adaptive function, the BASC-2 may potentially be more useful in clinical settings.…”

Section: Introductionmentioning

confidence: 99%

Behavior and Adaptive Functioning in Adolescents With Down Syndrome: Specifying Targets for Intervention

Jacola

Hickey

Howe

et al. 2014

Journal of Mental Health Research in Intellectual Disabilities

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Background Research suggests that adolescents with Down syndrome experience increased behavior problems as compared to age matched peers; however, few studies have examined how these problems relate to adaptive functioning. The primary aim of this study was to characterize behavior in a sample of adolescents with Down syndrome using two widely-used caregiver reports: the Behavioral Assessment System for Children, 2nd Edition (BASC-2) and Child Behavioral Checklist (CBCL). The clinical utility of the BASC-2 as a measure of behavior and adaptive functioning in adolescents with Down syndrome was also examined. Methods Fifty-two adolescents with Down syndrome between the ages of 12 and 18 (24 males) completed the Peabody Picture Vocabulary Test, 4th Edition (PPVT-IV) as an estimate of cognitive ability. Caregivers completed the BASC-2 and the CBCL for each participant. Results A significant proportion of the sample was reported to demonstrate behavior problems, particularly related to attention and social participation. The profile of adaptive function was variable, with caregivers most frequently rating impairment in skills related to activities of daily living and functional communication. Caregiver ratings did not differ by gender and were not related to age or estimated cognitive ability. Caregiver ratings of attention problems on the BASC-2 accounted for a significant proportion of variance in Activities of Daily Living (Adj R2 = 0.30), Leadership (Adj R2 = 0.30) Functional Communication (Adj R2 = 0.28, Adaptability (Adj R2 = 0.29), and Social Skills (Adj R2 = 0.17). Higher frequencies of symptoms related to social withdrawal added incremental predictive validity for Functional Communication, Leadership, and Social Skills. Convergent validity between the CBCL and BASC-2 was poor when compared with expectations based on the normative sample. Conclusion Our results confirm and extend previous findings by describing relationships between specific behavior problems and targeted areas of adaptive function. Findings are novel in that they provide information about the clinical utility of the BASC-2 as a measure of behavior and adaptive skills in adolescents with Down syndrome. The improved specification of behavior and adaptive functioning will facilitate the design of targeted intervention, thus improving functional outcomes and overall quality of life for individuals with Down syndrome and their families.

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“…The CBCL is widely used across age groups, cultures, and settings and is well adapted to schools, medical settings, and mental health service delivery [ 95 ]. A literature review shows thousands of peer review publications using CBCL [ 95 , 96 , 97 , 98 , 99 , 100 ].…”

Section: Methodsmentioning

confidence: 99%

“…We also tested the mediating effect of family and neighborhood income as potential mechanisms (mediator) for the effect of parental educational attainment on hippocampus activation during an N-Back memory task. Finally, we validated hippocampus activation during an N-Back memory task by using the Child Behavior Checklist (CBCL), also called the Achenbach System of Empirically Based Assessment (ASEBA), one of the most commonly used measures of adolescent behavior, social, and emotional problems [ 95 , 96 , 97 , 98 , 99 , 100 ]. As hippocampus function is linked to problem behaviors [ 39 , 40 ], aggression [ 41 , 42 , 43 ], psychopathology [ 12 , 44 ], anxiety [ 45 , 46 , 47 , 48 , 49 , 50 , 51 ], depression [ 52 , 53 , 54 ], and drug use [ 55 , 56 , 57 , 58 , 59 ], we expected some associations between CBCL domains and CBCL total score and the hippocampus function during the memory task.…”

Section: Introductionmentioning

confidence: 99%

Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

et al. 2020

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Introduction: Hippocampus, a medial temporal lobe structure, has significant implications in memory formation and learning. Although hippocampus activity is believed to be affected by socioeconomic status (SES), limited knowledge exists on which SES indicators influence hippocampus function. Purpose: This study explored the separate and combined effects of three SES indicators, namely parental education, family income, and neighborhood income, on adolescents’ hippocampus activation during an N-Back memory task. As some of the effects of parental education may be through income, we also tested if the effect of parental education on hippocampus activation during our N-Back memory task is mediated by family or neighborhood income. Methods: The Adolescent Brain Cognitive Development (ABCD) study is a national multi-center investigation of American adolescents’ brain development. Functional magnetic resonance imaging (fMRI) data of a total sample of 3067 9–10-year-old adolescents were used. The primary outcome was left- hippocampus activation during the N-Back memory task (mean beta weight for N-Back run 1 2 back versus 0 back contrast in left hippocampus). The independent variable was parental education. Family income and neighborhood income were two possible mediators. Age, sex, and marital status were the covariates. To test mediation, we used hierarchical linear regression models first without and then with our mediators. Full mediation was defined according to Kenny. The Sobel test was used to confirm statistical mediation. Results: In the absence of family and neighborhood income in the model, higher parental educational attainment was associated with lower level of left hippocampus activation during the N-Back memory task. This effect was significant while age, sex, and marital status were controlled. The association between parental educational attainment and hippocampus activation during the N-Back memory task was no more significant when we controlled for family and neighborhood income. Instead, family income was associated with hippocampus activation during the N-Back memory task. These findings suggested that family income fully mediates the effect of parental educational attainment on left hippocampus activation during the N-Back memory task. Conclusions: The effect of parental educational attainment on adolescents’ hippocampus activation during an N-Back memory task is fully explained by family income. That means low family income is why adolescents with low-educated parents show highlighted hippocampus activation during an N-Back memory task. Given the central role of the hippocampus in learning and memory and as income is a modifiable factor by tax and economic policies, income-redistribution policies, fair taxation, and higher minimum wage may have implications for promotion of adolescent equality and social justice. There is a need to focus on family-level economic needs across all levels of neighborhood income.

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Comparing the convergent validity and clinical utility of the Behavior Assessment System for Children-Parent Rating Scales and Child Behavior Checklist in children with epilepsy

Cited by 53 publications

References 38 publications

Associations between attention deficit hyperactivity disorder symptoms and eating behaviors in early childhood

Associations between attention deficit hyperactivity disorder symptoms and eating behaviors in early childhood

Behavior and Adaptive Functioning in Adolescents With Down Syndrome: Specifying Targets for Intervention

Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

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