The Shifting Subtypes of ADHD: Classification Depends on How Symptom Reports are Combined

Rowland, Andrew S.; Skipper, Betty J.; Rabiner, David L.; Umbach, David M.; Stallone, Lil; Campbell, Richard A.; Hough, Richard L.; Naftel, Albert J.; Sandler, Dale P.

doi:10.1007/s10802-007-9203-7

Cited by 36 publications

(31 citation statements)

References 61 publications

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“…This pilot study also compared the differences between subtypes of ADHD, although some authors have come to question the validity of the subtypes 12 . Studies comparing the impairment between the subtypes of ADHD in adults, are rare 13 , usually comparing the combined and inattentive subtypes.…”

Section: Discussionmentioning

confidence: 99%

Self-evaluated burden in adults with attention-deficit hyperactivity disorder (ADHD): a pilot study

Mattos

Dias

Segenreich

et al. 2010

J. bras. psiquiatr.

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objectives: To investigate feasibility and easiness of administration of a brief and simple instrument addressing impairment associated with adult attention deficit hyperactivity disorder (ADHD) and if ADHD subtypes were correlated to specific profiles of self-reported impairment. methods: Thirty-five adults (19 men and 16 women; mean age of 31.74 years) diagnosed with ADHD according to DSM-IV with a semi-structured interview (K-SADS PL) were asked to fill out a Likert scale covering six different functional areas (academic, professional, marital, familiar, social and daily activities). Clinicians questioned patients about their understanding of the questionnaire and investigated their answers in more details to check consistency of their answers. results: No patient reported difficulties in understanding the questionnaire. Further questioning of patients' answers confirmed their choices in the six areas. Academic burden had the highest average score in the whole sample, followed by professional burden. Social area had the lowest average score in this sample. (acadêmica, profissional, marital, familiar, social resumo Objetivos: Investigar a viabilidade e facilidade de administração de instrumento simples e breve de avaliação de comprometimento em adultos com transtorno do déficit de atenção e hiperatividade e se os subtipos de TDAH se correlacionam com perfis específicos de comprometimento autoavaliado. Métodos: Trinta e cinco adultos (19 homens e 16 mulheres, idade média de 31,74 anos) diagnosticados com TDAH com entrevista semiestruturada (K-SADS) utilizando os critérios da DSM-IV foram solicitados a preencher uma escala tipo Likert cobrindo seis diferentes áreas do funcionamento

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Section: Discussionmentioning

confidence: 99%

Self-evaluated burden in adults with attention-deficit hyperactivity disorder (ADHD): a pilot study

Mattos

Dias

Segenreich

et al. 2010

J. bras. psiquiatr.

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“…One measurement issue related to eligibility criteria involves the choice of informants and decision rules used to determine a diagnosis of ADHD. Both have been shown to influence the diagnostic decisions (Rowland et al, 2008;Valo & Tannock, 2010) and we examined the variability across studies in this area. Another measurement issue involves the choice of outcome measures.…”

Section: Characteristics Affecting Outcomesmentioning

confidence: 99%

“…Many of the studies did not indicate the basis for deciding when symptoms were considered present. Two studies in the past five years have revealed that these subtle decisions can lead to important differences in terms of which children are diagnosed with ADHD and which are not (Rowland et al, 2008;Valo & Tannock, 2010). The results of treatment outcome studies may also be affected by these variations in how diagnoses are determined.…”

Section: Characteristics Of Measurementmentioning

confidence: 99%

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Evans

Owens

Wymbs

et al. 2017

Journal of Clinical Child & Adolescent Psychology

386

224

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Objective-The purpose of this research was to update the Pelham and Fabiano (2008) review of evidence-based practices for children and adolescents with Attention-Deficit/ Hyperactivity Disorder.Method-We completed a systematic review of the literature published between 2008 and 2013 to establish levels of evidence for psychosocial treatments for these youth. The review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see Southam-Gerow & Prinstein, in press) using keyword searches and a review of tables of contents.Results-We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were wellestablished treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). Conclusions-The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.Correspondence should be addressed to Steven W. Evans, Center for Intervention Research in Schools, Department of Psychology, Ohio University, Porter Hall, Athens, Ohio 45701. evanss3@ohio.edu.. Numerous studies document that children and adolescents with Attention-Deficit/ Hyperactivity Disorder (ADHD) experience poor outcomes across several domains of functioning, including education, vocation, interpersonal relations, and health risk. These problems lead to substantial impairment (Wehmeier, Schacht & Barkley, 2010), parent distress (Wymbs, Pelham, Molina & Gnagy, 2008), and extensive costs to society (Pelham, Foster & Robb, 2007;Robb et al., 2011). Research on the development and evaluation of psychosocial treatments 1 for children and adolescents (hereafter 'children') with ADHD has been focused on improving these outcomes for almost 40 years (see Antshel & Barkley, 2011 for a historical review). Reports of progress in this work have been highlighted in two special issues of the Journal of Clinical Child and Adolescent Psychology (JCCAP). In 1998, Pelham, Wheeler and Chronis published the first in this series of literature reviews of psychosocial treatments for ADHD, and Pelham and Fa...

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“…In some studies, parents reported more severe ADHD behaviors than did teachers (e.g., Sullivan and Riccio 2007), whereas in others, teachers reported more severe symptoms (e.g., Amador-Campus et al 2006). Interestingly, there is sometimes greater agreement between parents and teachers regarding specific symptoms of ADHD than there is for ADHD subtype (Mitsis et al 2000;Rowland et al 2008). Mitsis et al (2000) also noted greater parent-teacher agreement for hyperactive/impulsive symptoms than for inattentive symptoms.…”

Section: Informant Concordance and Medication Treatmentmentioning

confidence: 99%

“…A key issue in this assessment is the congruence between informants providing information about the child's functioning. Although positive correlations between parent and professional ratings have been noted with regard to developmental status (Dinnebeil and Rule 1994), other studies have revealed informant discrepancies in reports of behavioral and emotional functioning (Achenbach et al 1987;Mitsis et al 2000;De Los Reyes and Kazdin 2005;Rowland et al 2008).…”

Section: Adhd Behavioral Ratings In Children With and Without Asdsmentioning

confidence: 99%

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

Pearson

Aman

Arnold

et al. 2012

Journal of Child and Adolescent Psychopharmacology

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Objective: Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). Method: Participants were 86 children (66 boys; mean: age = 9.3 years, intelligence quotient [IQ] = 84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. Results: Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms-as well as closely related externalizing symptoms-are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. Conclusions: Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child's functioning in these domains in school. As such, parent ratings can be reliably used to make initial diagnostic and treatment decisions (e.g., medication treatment) regarding ADHD symptoms in children with ASDs.

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The Shifting Subtypes of ADHD: Classification Depends on How Symptom Reports are Combined

Cited by 36 publications

References 61 publications

Self-evaluated burden in adults with attention-deficit hyperactivity disorder (ADHD): a pilot study

Self-evaluated burden in adults with attention-deficit hyperactivity disorder (ADHD): a pilot study

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

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