Do German Children Differ? A Validation of Conners Early Childhood™

Türk, Selina; Harbarth, Simon; Bergold, Sebastian; Steinmayr, Ricarda; Neidhardt, Eva; Kamp‐Becker, Inge; Equit, Monika; Wunsch, Katja; Christiansen, Hanna

doi:10.1177/1087054720907955

Cited by 3 publications

(3 citation statements)

References 54 publications

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“…Together, these studies support the need to focus on persistent ADHD when evaluating screening tools during preschool. Previous cross-sectional preschool studies have been promising in reporting good psychometric properties of different ADHD screening measures [34][35][36], including acceptable screening accuracies [14,15,[37][38][39]. The present study used the well-validated and clinically much used CBCL DSM-oriented scale for ADHD [16] in line with one study (n = 616) showing good-to-excellent discriminative capacities of the CBCL to identify ADHD measured with a diagnostic interview between 3 and 5 years of age [40].…”

Section: Discussionmentioning

confidence: 74%

Early and repeated screening detects children with persistent attention-deficit/hyperactivity disorder

Overgaard,

Oerbeck,

Friis

et al. 2023

Eur Child Adolesc Psychiatry

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Preschool screening of attention-deficit/hyperactivity disorder (ADHD) has been found too inaccurate to be clinically useful. This may be due to the known instability of ADHD symptoms from preschool onwards, and the use of a single screening only. We hypothesized that by identifying a group of children with persistent ADHD from preschool to school age and repeating the screening, the clinical usefulness of screening would increase. This study is part of the prospective longitudinal, population-based Norwegian Mother, Father and Child Cohort Study, with a diagnostic parent interview at 3.5 years and follow-up with parent questionnaires at ages 5 and 8 years (n = 707). We identified a group classified with ADHD at all three time points (persistent ADHD). We then used the Child Behavior Checklist ADHD DSM-oriented scale at ages 3.5 and 5 years to investigate the accuracies of single- and two-stage screening at different thresholds to identify children with persistent ADHD. About 30% of the children were classified with ADHD at least once across time (at ages 3.5, 5, and/or 8 years), but only 4% (n = 30) had persistent ADHD. At all thresholds, the two-stage screening identified children with persistent ADHD more accurately than single screening, mainly due to a substantial reduction in false positives. Only a small group of children were classified with persistent ADHD from preschool to school age, underlining that future screening studies should distinguish this group from those with fluctuating symptoms when estimating screening accuracies. We recommend a two-stage screening process to reduce false positives.

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Section: Discussionmentioning

confidence: 74%

Early and repeated screening detects children with persistent attention-deficit/hyperactivity disorder

Overgaard,

Oerbeck,

Friis

et al. 2023

Eur Child Adolesc Psychiatry

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“…The cut‐off point of the scale is as follows: T‐score between 60 and 64 (mean + 1–1.5 SD ) for high average score, T‐score ≥65 (mean + ≥1.5 SD ) for elevated T‐score and T‐score ≥70 for very elevated score associated with a greater number and/or frequency of reported concerns than typically reported in general pediatric populations. The Conners EC has shown strong psychometric properties in all the overall scales and factors 22–25 . The internal reliability obtained for the parents' form was 0.89 (Cronbach's alfa coefficient) and the content validity for all the contents (modified kappa or Pearson correlations) was higher than 0.76.…”

Section: Methodsmentioning

confidence: 95%

Impact of sleep‐disordered breathing on behavior and quality of life in children aged 2 to 7 years with non‐syndromic cleft lip and/or palate

Moraleda-Cibrián

Edwards

Kasten

et al. 2021

Pediatric Pulmonology

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Introduction Children with cleft are at high risk for sleep‐disordered breathing (SDB). However, little is known about the impact of SDB in this pediatric population. The aim of this study was to investigate whether SDB play a role in behavior and quality of life (QoL) in young children with cleft. Methods Cross‐sectional study of 95 children aged 2.0–7.9 years with cleft palate. Parents completed a sleep (Pediatric Sleep questionnaire), a behavior (Conners' Early Childhood scale), and a generic health‐related QoL (KINDL questionnaire) assessment. Symptomatic children were referred for a polysomnography (PSG). Results Overall, 14.7% of children (49.5% boys) screened positive for SDB and 27.4% had a PSG, which identified 84.6% with sleep apnea (apnea‐hypopnea index [AHI] ≥1) and 27.2% with AHI ≥5. Positive screening for SDB was associated with elevated T‐scores for anxiety and physical symptoms, significant differences in mean T‐scores for inattention/hyperactivity (64.2 ± 15.7 vs. 53.9 ± 11.4, p = .02), social functioning/atypical behaviour, social functioning (60.6 ± 11.7 vs. 51.9 ± 7.3, p = .004 and 59.5 ± 10.9 vs. 51.2 ± 8.0, p = .01) and mood (57.5 ± 8.2 vs. 50.7 ± 8.2, p = .03). Lower QoL scores for emotional and family well‐being were also reported in children with SDB (80.7 ± 13.4 vs. 90.0 ± 8.7, p = .01, 66.7 ± 15.8 vs. 76.9 ± 11.9, p = .04). Children with AHI ≥5 compared to those with AHI ≥1 and <5 showed significant differences in mean T‐score for aggressive behaviour (65.2 ± 12.1 vs. 52.3 ± 11.3, p = .04), defiant temper (62.8 ± 9.2 vs. 51.6 ± 10.2, p = .03) and lower family QoL scores (59.4 ± 15.2 vs. 77.1 ± 9.6, p = .006). Conclusions In children with cleft palate the presence of SDB symptoms and moderate/severe sleep apnea was associated with behavioral (internalizing/externalizing) problems and lower family well‐being.

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“…In the original version, the items of the Mood and Affect, Physical Symptoms and Atypical Behavior scale did not form independent factors during the EFA in the pilot data phase, and were regarded as "rational scales" which were "retained due to their theoretical and clinical significance" (Conners, 2009). For the German version, all Conners EC™ scales were translated into German according to the translation guidelines from MHS, back translated, and norms for a German-speaking sample were established (Harbarth et al, 2018;Türk et al, 2020). For this study, only the teacher-rated "inattention" scale was used.…”

Section: Methodsmentioning

confidence: 99%

Emotions or attention – what are predictors for the development of childhood psychopathology? A longitudinal study with pre- and elementary school children

Christiansen

Hirsch²,

Beheshti

et al. 2021

Curr Psychol

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Current debate has identified the factors emotion knowledge (EK) and attention as specific trajectories longitudinally influencing psychopathological development in childhood. The “Emotion Knowledge Hypothesis” assumes that children with great emotion skills have high self-regulating abilities that result in lower cognitive load and stronger attention capacities. Attention problems are thus perceived as a consequence of reduced EK. According to the competing “Attention Effect Hypothesis”, attention problems and EK deficits are associated because of impaired learning capacities due to attention problems. According to this hypothesis, attention problems are predictive of impaired EK. If those specific trajectories are disrupted, this might attenuate the development of later behavior problems. The present study tests those competing hypotheses replicating previous studies in this field to shed light on potential psychopathology trajectories. A total of 136 pre- and elementary school children as well as their teachers participated in this study. Children’s symptoms of inattention as well as their emotional competences were assessed 3 times over a 12-month period. We applied multilevel structural equation modelling and cross-lagged panel models for data analysis. Overall, we noted a drop in inattention scores and rise in emotional competences over the one-year course, indicating maturation effects. There was a significant but very small effect for attention scores predicting emotional competences. With respect to the question whether interventions should focus on the “Emotion Knowledge” or “Attention Effect” hypothesis, our findings imply that none of them has superiority over the other. Therefore, both emotion knowledge and attention are crucial for development, and that children with deficits in either domain should receive targeted interventions in order to disrupt potentially harmful developmental pathways.

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Do German Children Differ? A Validation of Conners Early Childhood™

Cited by 3 publications

References 54 publications

Early and repeated screening detects children with persistent attention-deficit/hyperactivity disorder

Early and repeated screening detects children with persistent attention-deficit/hyperactivity disorder

Impact of sleep‐disordered breathing on behavior and quality of life in children aged 2 to 7 years with non‐syndromic cleft lip and/or palate

Emotions or attention – what are predictors for the development of childhood psychopathology? A longitudinal study with pre- and elementary school children

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