Reliability and Validity of Teacher-Rated Symptoms of Oppositional Defiant Disorder and Conduct Disorder in a Clinical Sample

Abstract

Background/Aims: It is recommended to use information from multiple informants when making diagnostic decisions concerning oppositional defiant disorder (ODD) and conduct disorder (CD). The purpose of this study was to investigate the reliability and validity of teacher-rated symptoms of ODD and CD in a clinical sample. Methods: The sample comprised 421 children (84% boys; 6-17 years) diagnosed with ODD, CD, and/or attention deficit hyperactivity disorder (ADHD). Teachers completed a standardized ODD/CD symptom rating scale and the Teacher Report Form (TRF). Results: The reliability (internal consistency) of the symptom rating scale was high (α = 0.90). Convergent and divergent validity were demonstrated by substantial correlations with similar TRF syndrome scales and low-to-moderate correlations with dissimilar TRF scales. Discriminant validity was shown by the ability of the symptom rating scale to differentiate between children with ODD/CD and those with ADHD. Factorial validity was demonstrated by principal component analysis, which produced a two-factor solution that is largely consistent with the two-dimensional model of ODD and CD proposed by the Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV-TR, although some CD symptoms representing aggressive behavior loaded on the ODD dimension. Conclusion: These findings suggest that DSM-IV-TR-based teacher rating scales are useful instruments for assessing disruptive behavior problems in children and adolescents.

Differences in Resting-state Quantitative Electroencephalography Patterns in Attention Deficit/Hyperactivity Disorder with or without Comorbid Symptoms

“…The Cronbach’s alpha score for the elementary school students was 0.887 31). Participants’ guardians also completed the Korean parent and teacher ADHD Rating Scale (K-ARS),32) the eight-item Disruptive Behavior Disorder Scale (DBDS) based on the Diagnostic and Statistical Manual of Mental Disorders 4th edition to assess ODD,33) and the Korean version of the Learning Disability Evaluation Scale (K-LDES) 34)…”

Social Network Analysis Reveals the Negative Effects of Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms on Friend-Based Student Networks

“…The teacher-rated screening tools included the Korean parent and teacher ADHD Rating Scale (K-ARS) [ 24 ], the eight-item Disruptive Behavior Disorder Scale (DBDS) based on the DSM-IV to assess oppositional defiant disorder [ 25 ], and the Korean version of the Learning Disability Evaluation Scale (K-LDES) [ 26 ].…”

“…In this study, we used only the 23 items assessing ODD and CD, and each item is rated on a four-point Likert scale of 0 (never) to 3 (almost every day). The total score ranges from 0 to 69 [ 25 ].…”

Cross-Cultural Validity of the Child and Adolescent Dispositions Model in a Clinical Sample of Children With Externalizing Behavior Problems

“…The Symptom Checklist for Oppositional Defiant Disorder and Conduct Disorder-parent rating (Fremdbeurteilungsbogen für Störung des Sozialverhaltens-FBB-SSV) is part of the German Diagnostic System DISYPS-II, and measures symptoms of ODD and CD according to DSM-IV-TR and ICD-10 (Döpfner et al, 2008;Ise et al, 2014). The parent-report questionnaire comprises 25 items (e.g., "is irritable") that are rated according to their severity on a 4-point Likert scale ranging from 0 ("not at all") to 3 ("very much"); higher scores indicate a higher degree of symptoms.…”