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Burns, G. Leonard; Boe, Brian A.; Walsh, James A.; Sommers-Flanagan, Rita; Teegarden, Lisa A.

doi:10.1023/a:1010314030025

Cited by 82 publications

(26 citation statements)

References 6 publications

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“…Previous work on the factor structure of DB (without conduct disorder) has tended to support a two- or three-factor structure of DB, even when second-order factor structures were examined (Burns et al, 2001; Burns, Walsh, Owen, & Snell, 1997; Burns, Walsh, Patterson, et al, 1997; Lahey et al, 2008; Pelham, Evans, et al, 1992; Pelham, Gnagy, et al, 1992; Pillow et al, 1998). These findings are in line with the findings of the current study, with the exception that the current study added examination of a bifactor model of DB.…”

Section: Discussionmentioning

confidence: 96%

“…Factor analyses, which were in many cases confirmatory, verified a two-, three-, or four-factor structure of childhood DB (Burns, Boe, Walsh, Sommers-Flanagan, & Teegarden, 2001; Burns, Walsh, Owen, & Snell, 1997; Burns, Walsh, Patterson, et al, 1997; Pelham, Evans, Gnagy, & Greenslade, 1992; Pelham, Gnagy, Greenslade, & Milich, 1992; Pillow, Pelham, Hoza, Molina, & Stultz, 1998). For studies that did not examine conduct disorder, two or three factors were found: ADHD and ODD or ADHD inattention, ADHD hyperactivity–impulsivity, and ODD (Burns et al, 2001; Pelham, Gnagy, et al, 1992). …”

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confidence: 80%

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The structure of childhood disruptive behaviors.

Martel

Gremillion

Roberts

et al. 2010

Psychological Assessment

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Attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) frequently co-occur. Comorbidity of these 2 childhood disruptive behavior domains has not been satisfactorily explained at either a structural or etiological level. The current study evaluated a bifactor model, which allows for a “g” factor in addition to distinct component factors, in relation to other models to improve understanding of the structural relationship between ADHD and ODD. Participants were 548 children (321 boys, 227 girls) between the ages of 6 years and 18 years who participated in a comprehensive diagnostic assessment incorporating parent and teacher ratings of symptoms. Of these 548 children, 153 children were diagnosed with ADHD (without ODD), 114 children were diagnosed with ADHD + ODD, 26 children were diagnosed with ODD (without ADHD), and 239 children were classified as non-ADHD/ODD comparison children (including subthreshold cases). ADHD symptoms were assessed via parent report on a diagnostic interview and via parent and teacher report on the ADHD Rating Scale. ODD symptoms were assessed via teacher report. A bifactor model of disruptive behavior, comprising a “g” factor and the specific factors of ADHD and ODD, exhibited best fit, compared to 1-factor, 2-factor, 3-factor, and 2nd-order factor models of disruptive behaviors. It is concluded that a bifactor model of childhood disruptive behaviors is superior to existing models and may help explain common patterns of comorbidity between ADHD and ODD.

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Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 80%

The structure of childhood disruptive behaviors.

Martel

Gremillion

Roberts

et al. 2010

Psychological Assessment

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“…Factor analytic studies (e.g. Burns, Boe, Walsh, Sommers-Flanagan, & Teegarden, 2001; Hartman et al, 2001; Pelham, Gnagy, Greenslade, & Milich, 1992) of DSM symptoms have tended to find that ODD symptoms hang together relative to other disorders. A meta-analysis focused on ODD and CD symptoms alone (Frick et al, 1993) found that the symptoms of the two disorders aligned along two dimensions.…”

mentioning

confidence: 99%

Identifying the irritability dimension of ODD: Application of a modified bifactor model across five large community samples of children.

Burke¹,

Boylan²,

Rowe³

et al. 2014

Journal of Abnormal Psychology

120

101

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The importance of irritability as measured among the symptoms of oppositional defiant disorder (ODD) has dramatically come to the fore in recent years. New diagnostic categories rely on the distinct clinical utility of irritability, and models of psychopathology suggest it plays a key role in explaining developmental pathways within and between disorders into adulthood. However, only a few studies have tested multidimensional models of ODD, and the results have been conflicting. Further, consensus has not been reached regarding which symptoms best identify irritability. The present analyses use data from five large community data sets with five different measures of parent-reported ODD, comprising 16,280 youth in total, to help resolve these questions. Across the samples, ages ranged from 5 to 18, and included both boys and girls. Confirmatory factor analyses demonstrated that a modified bifactor model showed the best fit in each of the five data sets. The structure of the model included two correlated specific factors (irritability and oppositional behavior) in addition to a general ODD factor. In four of the five models, the best fit was obtained using the items of being touchy, angry and often losing temper as indicators of irritability. Given the structure of the models and the generally high correlation between the specific dimensions, the results suggest that irritability may not be sufficiently distinct from oppositional behavior to support an entirely independent diagnosis. Rather, irritability may be better understood as a dimension of psychopathology that can be distinguished within ODD, and which may be related to particular forms of psychopathology apart from ODD.

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“…Given that there was no criterion for impairment until the fourth edition of the Diagnostic and Statistical Manual (DSM-IV; APA 2000), historically, greater attention has focused on the role of symptoms rather than impairment in the diagnosis (Burns et al 2001;Frick et al 1994;Pelham et al 1992). However, symptom importance (as evidenced by retention in diagnostic criteria) has largely been defined by high statistical factor loadings on an ADHD symptom dimension or strong utility in predicting a symptom threshold (Frick et al 1994;Pelham et al 1992).…”

mentioning

confidence: 99%

Identifying ADHD Symptoms Most Associated with Impairment in Early Childhood, Middle Childhood, and Adolescence Using Teacher Report

Zoromski

Evans

Brady

2015

J Abnorm Child Psychol

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The purpose of this study was to examine the relationships between ADHD symptoms and impairment within a sample that includes children in early childhood (n = 250), middle childhood (n = 269) and adolescence (i.e., high school; n = 269). Nested multivariate regression analyses were used to examine the extent to which each ADHD symptom dimension (inattention and hyperactivity/impulsivity) is most associated with impairment in academic, social, and behavioral functioning within and across three developmental levels. Results indicated for academic impairment, inattention is more predictive than hyperactivity/impulsivity at all ages. For social functioning, both with peers and teachers, hyperactivity/impulsivity is more predictive than inattention but only for early childhood students; at the high school level, inattention is a significant predictor of social impairment. For behavioral functioning in the classroom, the pattern is mixed across dimensions and ages with HI decreasing in predictive utility across the three age groups and IA increasing in predictive utility. Forward stepwise regression was used to determine which of the 18 ADHD symptom items are most associated with impairment within and across developmental levels. Findings indicate that the symptoms that were most predictive of impairment varied by age group and by domain of impairment. Implications for assessment are discussed.

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Cited by 82 publications

References 6 publications

The structure of childhood disruptive behaviors.

The structure of childhood disruptive behaviors.

Identifying the irritability dimension of ODD: Application of a modified bifactor model across five large community samples of children.

Identifying ADHD Symptoms Most Associated with Impairment in Early Childhood, Middle Childhood, and Adolescence Using Teacher Report

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