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Screening for emotional and behavioral risk at the preschool level provides an opportunity to inform early intervention and prevention efforts. This study reports initial validation information for the Behavioral Assessment System for Children–Third Edition, Behavioral and Emotional Screening System, Parent Form–Preschool (BASC-3 BESS Parent-P). Using an Integrative Data Analysis framework, the BASC-3 BESS Parent-P latent structure was investigated using the norming sample from the BASC-3 (n = 459) as well as two randomly split samples from the BASC-2 norming sample (development sample n = 770; validation sample n = 799). Five models were tested using confirmatory factor analyses; findings suggested a four-factor oblique solution, including Internalizing Risk, Externalizing Risk, Adaptive Skills, and Attention Problems factors. Future research directions and use in school-based screening applications are presented. [ABSTRACT FROM AUTHOR]

Anxiety symptomatology is frequently reported in autistic children, and the prevalence of anxiety disorder is estimated at around 40%. However, most studies have focused upon children of age 8 years or above, so little is known about early signs of anxiety in younger children with autism. This study sought to describe anxiety-related symptomatology in 95 5- to 6-year-old autistic children using the Anxiety Scale for Children with Autism Spectrum Disorder. Wide variability was found in levels of symptomatology with the most frequently reported items within the 'uncertainty' subscale and the least frequently reported items in the 'anxious arousal' subscale. Comparisons of those with scores less than or greater than 70 on adaptive behaviour suggests some influence of ability on presentation of anxiety-related symptomatology. [ABSTRACT FROM AUTHOR]

Purpose: Having a child diagnosed with cancer may have a long-term impact on parenting practices. The aims of this study were to (a) examine possible differences in youth and parent perceptions of parenting between childhood cancer survivors and healthy comparisons, (b) determine the concordance between youth and parent perceptions of parenting, and (c) explore differences in parent-youth concordance between survivors and healthy comparisons.Methods: Participants were youth aged 8-18 years (N = 170 childhood cancer survivors, N = 114 healthy comparisons) and one of their parents. All patients were ≥ 3 years from diagnosis (M = 6.52, SD = 3.60). Both youth (Parental Bonding Instrument (PBI)) and parents (Parenting Relationship Questionnaire (PRQ)) reported on their perceptions of parenting. Two separate MANCOVA's (PBI and PRQ) were conducted to determine possible differences between childhood cancer survivors and healthy peers. Concordance between youth and parent perceptions of parenting was examined.Results: Survivors did not differ from healthy peers in their perception of parental care and overprotection (p = .890). Likewise, parents in the survivor and healthy peer groups did not differ in their perceptions of involvement, attachment, communication, confidence, or relational frustration (p = .360). Youth's report of a caring parent-child relationship was positively associated with parent-reported involvement, attachment, communication, and parenting confidence and negatively associated with parent-reported relational frustration. Youth-perceived overprotection was positively associated with parent-reported relational frustration. No differences were found in parent-youth concordance between survivors and healthy comparisons.Conclusion: A history of childhood cancer does not appear to adversely influence parenting behavior, as perceived by both youth and their parents. [ABSTRACT FROM AUTHOR]

This study examines the association between perceptions of primary caregivers (parent-report) and children (self-report) on their quality of life (QoL) at pre-school age. We also aimed to analyze the health, sociodemographic, and developmental predictors that better explain their QoL. The study comprised 83 healthy children, who attended public kindergarten, with a mean of five years of age, as well as their primary caregivers. The Autoquestionnaire Qualité de Vie Enfant Imagé-AUQEI assessed the self-reported QoL and the Child Health Questionnaire-50 Parent Form-CHQ-PF50 evaluated the parent-reported QoL. Additionally, the Denver II test assessed the child psychomotor development. The multivariate analysis was performed to identify predictive models of QoL reported by parents and children. The significance level was 5%. Fifty children (72%) reported satisfactory QoL according to their self-report (AUQEI). The primary caregivers also reported good QoL in their children (mean scores >70 in all CHQ-PF50 domains). The correlations between the AUQEI and CHQPF50 scores were weak and not significant. There was no significant prediction model of self-reported QoL. However, the worst parent-reported levels of QoL were predicted by female gender, higher frequency of hospitalization, medication use, personal-social development at risk, and school difficulties. The perceptions of the primary caregivers and the children about their QoL at preschool age were not associated. The health, sociodemographic, and developmental indicators were related in a different way with each source of information. None of these indicators explained the self-reported QoL, whereas current health and development indicators predicted the parent-reported QoL. [ABSTRACT FROM AUTHOR]

This study aimed to explore the main psychometric properties of the CDR, a new parent report instrument for the early screening of communication and language development of Greek-speaking children. Based on a representative sample of 1391 children aged 7 to 30 months (M= 19.45, SD= 6.91), results are presented on the sensitivity, internal consistency, and convergent and divergent validity of its two major scales (‘Preverbal behaviors’ and ‘Verbal behaviors’) and their respective subscales (vocal and non-vocal preverbal communication, language comprehension, productive vocabulary, morphology and syntax). Results also illustrate the developmental patterns of the dimensions of communicative/linguistic development assessed, as well as the high and significant correlations among these dimensions of (pre)linguistic knowledge. Overall, results provide evidence on the functionality, validity and reliability of the CDR, and point to its use as a tool for the early screening of communication development in Greek-speaking children for clinical, educational and research purposes.

Knowledge on the validity of the Strengths and Difficulties Questionnaire (SDQ) among adolescents is limited but essential for the interpretation of SDQ scores preceding the diagnostic process. This study assessed the predictive and discriminative value of adolescent- and parent-rated SDQ scores for psychiatric disorders, diagnosed by professionals in outpatient community clinics, in a sample of 2753 Dutch adolescents aged 12-17. Per disorder, the predictive accuracy of the SDQ scale that is contentwise related to that particular disorder and the SDQ impact scale was assessed. That is, 24 logistic regression analyses were performed, for each combination of DSM-IV diagnosis [4: Attention-Deficit/Hyperactivity Disorder (ADHD), Conduct/Oppositional Defiant Disorder (CD/ODD), Anxiety/Mood disorder, Autism Spectrum Disorder (ASD)], informant (3: adolescent, parent, both), and SDQ scale(s) (2; related scale only, related scale and impact scale). Additional logistic regression analyses were performed to assess the discriminative strength of the SDQ scales. The results show both fair predictive strength and fair discriminative strength for the adolescent- and parent-reported hyperactivity scales, the parent-reported conduct scale, and the parent-reported social and prosocial scales, indicating that these scales provide useful information about the presence of ADHD, CD/ODD, and ASD, respectively. The SDQ emotional scale showed to be insufficiently predictive. The findings suggest that parent-rated SDQ scores can be used to provide clinicians with a preliminary impression of the type of problems for ADHD, CD/ODD, and ASD, and adolescent for ADHD. [ABSTRACT FROM AUTHOR]

Individuals with ASD often display externalizing behaviors, which have been associated with lower quality of life in adulthood. Social difficulties have been hypothesized to underlie externalizing problems among individuals with ASD (Klin and Volkmar in Asperger Syndrome, 340-366, 2000), but this has never been tested empirically. We examined whether socialization abilities predicted externalizing problems assessed by parent report in a group of 29 individuals with ASD (age range 7-16 years) and 29 TD individuals matched for IQ, age, and gender. Socialization scores accounted for 50% of the variance in externalizing behaviors among individuals with ASD, but not in TD children. These findings have implications for intervention, and suggest that targeting social difficulties might provide a better means to addressing externalizing problems. [ABSTRACT FROM AUTHOR]

Background Accurate assessment of anxiety symptomatology in autistic children can be difficult, in part due to a lack of appropriate assessment tools. The newly-developed Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD) is designed specifically for the assessment of anxiety symptomatology in autistic children. The aim of this study was to use the ASC-ASD to explore the profile of typical and atypical anxiety symptomatology in autistic children; to explore associations of anxiety symptomatology with adaptive behaviour and autistic characteristics; and to identify level of agreement between ASC-ASD scores and parent-reported anxiety diagnoses. Method 100 parents of 9–12 year old autistic children completed the ASC-ASD, Vineland Adaptive Behavior Scales − Second Edition, and Social Communication Questionnaire as part of a longitudinal study. Results High rates of anxiety symptomatology were found, with 63% of parents rating their children in the clinical range. Atypical symptoms of anxiety were endorsed at high frequency. Items within the Uncertainty subscale were most frequently endorsed, and items within the Anxious Arousal scale were endorsed least often. Children with a parent-reported diagnosis of anxiety disorder scored significantly higher on the ASC-ASD than those without an anxiety diagnosis. Conclusions This is one of the first studies to explore anxiety symptomatology in autistic children using an autism-specific measure of anxiety. Findings suggest that the ASC-ASD may be a useful tool for the assessment of anxiety symptomatology in autistic children. [ABSTRACT FROM AUTHOR]

Background Interventions for autism spectrum disorders (ASD) are typically evaluated on the basis of symptom-focused outcome measures. These measures tend to be clinician rated and derived in clinical studies, whilst broader parental experiences are often neglected. Method Here we report a study of 585 parents of children diagnosed with ASD, focusing on their assessments of their child’s ASD Interventions, and how they are perceived to impact parental stress. Results Overall, high proportions of parents reported disengagement with treatment. The highest completion rates were evident with speech-language therapy, and the lowest with intensive applied behaviour analysis (iABA). However, parents reported the highest expectations, satisfaction and stress reduction with iABA. These paradoxical findings are perhaps due to the relative cost and lack of funding directed towards iABA. Conclusions Our research suggests that parental expectations and the factors influencing them are worthy of further investigation. More pertinently, parental ratings of intervention effectiveness along with current intervention engagement are a vital and often overlooked component of understanding the effects of interventions on children with ASD and their families. [ABSTRACT FROM AUTHOR]

Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0-5.0 years) from the Swiss Preschoolers' Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3-5 (ZNA3-5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p < .001).Conclusion: Although a parental screening instrument for motor skills would be desirable, the parent's report used in this study was not a valid indicator for children's fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age. • Standardized examinations of motor skills are required to validly assess motor development in preschoolers. [ABSTRACT FROM AUTHOR]

Objective: The Strengths and Difficulties Questionnaire (SDQ) was developed for clinicians and researchers as a brief screening instrument for behavioural and emotional problems in children. Administered in its traditional pen‐and‐paper format, the SDQ has demonstrated sound psychometric properties. The SDQ is increasingly being administered online, despite there being little evaluation of the psychometric properties and norms of the instrument in this new administrative context, and none in an Australian (or English‐speaking) sample. Therefore, the aim of the current study was to explore the psychometric properties and present normative data for the online administration of the parent‐report version of the SDQ in an Australian sample. Methods: Participants were parents (n = 1,070) of Australian primary school‐aged children (5 to 12 years) who completed the SDQ online via a web‐based software program. Results: Results demonstrate sound psychometric properties for the SDQ in its online administrative format that are comparable to previous Australian studies utilising the traditional pen‐and‐paper format of the SDQ. Moreover, we provide normative data on the SDQ subscales, as well as the impact supplement when administered online. Conclusions: Together, the results support the use of the SDQ online, and provide emerging evidence that the psychometric properties and the norms for the parent‐report SDQ in an English‐speaking sample are similar regardless of online versus pen‐and‐paper administration. [ABSTRACT FROM AUTHOR]

This study examined whether a novel parent-report questionnaire, the Autism Parent Screen for Infants, could differentiate infants subsequently diagnosed with autism spectrum disorder from a high-risk cohort (siblings of children diagnosed with autism spectrum disorder (n = 66)) from high-risk and low-risk comparison infants (no family history of autism spectrum disorder) who did not develop autism spectrum disorder (n = 1 38 and 79, respectively). Participants were assessed prospectively at 6, 9, 12, 15, 18, and 24 months of age. At 36 months, a blind independent diagnostic assessment for autism spectrum disorder was completed. Parent report on the Autism Parent Screen for Infants was examined in relation to diagnostic outcome and risk status (i.e. high-risk sibling with autism spectrum disorder, high-risk sibling without autism spectrum disorder, and low-risk control). The results indicated that from 6 months of age, total score on the Autism Parent Screen for Infants differentiated between the siblings with autism spectrum disorder and the other two groups. The sensitivity, specificity, and positive and negative predictive validity of the Autism Parent Screen for Infants highlight its potential for the early screening of autism spectrum disorder in high-risk cohorts. [ABSTRACT FROM AUTHOR]

The main aim of the study was to determine the psychometric properties of the version of the Early Childhood Behavior Questionnaire (ECBQ) adapted to Polish culture. Since temperament in toddlers was being observed in a laboratory, an external validity of the ECBQ was also provided. Kagan’s observational paradigm was used to test 215 18-month-old children. Their parents completed the ECBQ twice, when the children were 26 and 30 months old. The results showed good internal consistency and confirmed the longitudinal stability of the scale. The same three-factor solution was found in the structure of the scale as in the original American study. The convergence between the observational and parent report data supported the ECBQ’s external validity. Similarities in the structure of the scale observed between the Polish and American data are discussed from a cross-cultural perspective. The usefulness of the Polish ECBQ and the limitations of the obtained results are discussed. [ABSTRACT FROM PUBLISHER]

Aim: To compare anxiety symptoms in adolescents born extremely prematurely to term-born controls.Methods: We had 96 preterm-born adolescents and 40 term-born controls from Denmark, and their mothers score the adolescents on the Revised Children Anxiety and Depression scale. We analysed group differences, cross-informant correlations and relative risks for elevated anxiety symptoms.Results: Self-reported anxiety symptoms did not significantly differ, although the upper confidence limit (95% CI: -3.3 to 5.1) supported an odds ratio of 2 for the preterm-born participants. Mothers of the preterm-born participants reported higher social anxiety symptoms than did mothers of controls (51.7 versus 46.8, p = 0.001). The relative risk for being above a threshold indicating distressing anxiety was small from self-reports (1.39; p = 0.60). From mother-reports, the relative risk was noticeable but not significant (4.58; p = 0.14). Cross-informant scores correlated significant for total anxiety and social anxiety for the preterm-born (rτ = 0.2, p = 0.001; rτ = 0.3, p ≤ 0.001).Conclusions: Self-reports did not clearly indicate more anxiety in the preterm group, although confidence intervals supported a possible twofold increase. Mother- and self-reports correlated only for the preterm group, which may indicate increased sensitivity for their children's symptoms. [ABSTRACT FROM AUTHOR]

Despite agreement on the value of father involvement in children’s lives, research has been limited due to the exclusion of fathers in studies, questionable validity of mothers’ reports on father involvement, and simple measures of fathering behavior. Our study extends previous research by comparing reports of father involvement using robust, multidimensional father involvement measures. Data from 113 fathers and 126 mothers reporting on 221 children were used to assess father involvement. Results indicate that fathers reported significantly higher levels of involvement than mothers reported. Findings from hierarchical linear models suggest that race/ethnicity and mothers’ reports of positive relationship quality were associated with smaller discrepancies in reports of father involvement, whereas nonmarried partnerships, older children, father residence, and biological status predicted larger discrepancies. Our study demonstrates the importance of obtaining father involvement reports directly from fathers and why father involvement should be assessed as a multidimensional construct to examine fathering behavior. [ABSTRACT FROM AUTHOR]

Research has shown that sustained homework effort enhances academic performance and that students’ conscientiousness is a powerful predictor of students’ homework effort. But does homework—as homework proponents claim—in turn also influence the development of conscientiousness over time? In the present study, we examined whether students’ homework effort in two subjects (i.e., mathematics and German) was associated with inter-individual differences in students’ development of conscientiousness in the early years of adolescence. Bivariate change models with a total of N = 2760 students revealed that homework effort and conscientiousness were systematically related over time (Grade 5 to Grade 8). Most importantly, students who invested more effort in their homework showed more positive development in conscientiousness. [ABSTRACT FROM AUTHOR]

Objective: Depressed parents have negatively distorted views of the personalities and behaviors of their children. Our goal was to evaluate how other internalizing symptoms and personality traits relate to perceptions of child temperament using data from mothers and fathers as well as a novel statistical method for modeling multi-informant data.Method: We applied the trifactor model (Bauer et al., 2013) to data collected from the parents of 273 children (aged 3-5 years).Results: Internalizing symptoms and personality traits were related to both mothers' and fathers' perceptions of their children. Effects varied somewhat across dimensions of child temperament.Conclusions: These results support concerns that psychological characteristics influence parental perceptions of their children. This research also provides insights about psychological predictors of potential parental biases. [ABSTRACT FROM AUTHOR]

Background:Adolescents with attention-deficit/hyperactive disorder (ADHD) or autism spectrum disorder (ASD) are at high risk of anxiety and depression. This is important to identify in the clinical assessment to understand its impact. Aims:The aim of this study is to investigate the correlation between parent- and self-reports of anxiety and depression in adolescents with ADHD or ASD, as well as the correlation with adaptive functioning and performance on an attention test. Method:A total of 65 adolescents with an ADHD diagnosis (n = 24) or an ASD diagnosis (n = 41) filled out Beck Youth Inventories of Emotional and Social Impairment (BYI) to assess depression and anxiety and completed a Continuous Performance Test (QbTest) measuring ADHD symptoms. Parents of the participants completed the internalizing domain in the Five to Fifteen questionnaire (FTF), measuring symptoms of anxiety and depression, and the Vineland Adaptive Behavior Scales (VABS) about the adolescent’s adaptive functioning. Results:Approximately a third of the study group self-reported substantial internalizing mental symptoms not always recognized by parents, and not always obvious in adaptive function or performance at ADHD test. Correlations between BYI and FTF were low. The BYI depression inventory correlated negatively with VABS and positively with activity level in a subgroup medicated for ADHD. There was a stronger correlation between girls BYI and FTF results as compared with boys. Conclusions:The results highlight the need for identification of anxiety and depression, using both self- and parent report. Present anxiety and depression symptoms do not seem to affect the clinical assessment of ASD and ADHD. [ABSTRACT FROM PUBLISHER]

Background: Previous research suggests that it is important to use parental reports when assessing children's anxiety, but it remains unclear to what extent there are differences between mothers' and fathers' scores and whether these potential differences have any repercussions for the psychometric properties of the scale being used. Objective: This study was conducted to investigate parental differences on the Parent version of the Screen for Child Anxiety Related Emotional Disorders-Revised (SCARED-RP), a rating scale for measuring child anxiety symptoms. The second aim was to re-examine the reliability and validity of the SCARED-RP, in light of these possible differences. Methods: The SCARED-RP and the Child Behaviour Checklist (CBCL) were administered to parents of clinically anxious children ( n = 81), and control children ( n = 108). All children ( n = 189) completed the SCARED-R. Results: Significant correlations between mother and father reports were found within the clinically anxious sample. Mothers showed significantly more correspondence with their children in the control group than fathers. The SCARED-RP internal consistency on total scale was excellent (mothers: .94; fathers: .94) and moderate to good for all subscales (from .66 Situational-Environmental Phobia to .93 Animal Phobia). The SCARED-RP differentiated well between clinically anxious and control children (mother and father data). The concurrent validity was supported by strong correlations with the CBCL anxious-depressed scale. Conclusion: Differences between mother and father reports suggest the importance of obtaining information from both parents separately. Furthermore, the SCARED-RP is a useful instrument for assessing children's anxiety disorder symptoms in clinical and research settings. [ABSTRACT FROM AUTHOR]

Anxiety-related difficulties are common in ASD, but measuring anxiety reliably and validly is challenging. Despite an increasing number of studies, there is no clear agreement on which existing anxiety measure is more psychometrically sound and what is the factor structure of anxiety in ASD. The present study examined the internal consistency, convergent, divergent, and discriminant validity, as well as the factor structure of the Spence Children's Anxiety Scale-Parent Version (SCAS-P), in a large international pooled sample of 870 caregivers of youth with ASD from 12 studies in the United Kingdom, United States, and Singapore who completed the SCAS-P. Most were community recruited, while the majority had at least one measure of ASD symptomatology and either cognitive or adaptive functioning measures completed. Existing SCAS-P total scale and subscales had excellent internal consistency and good convergent, divergent and discriminant validity similar to or better than SCAS-P properties reported in typically developing children, except for the poorer internal consistency of the physical injury subscale. Confirmatory Factor Analysis (CFA) of the existing SCAS-P six-correlated factor structure was a poor fit for this pooled database. Principal component analysis using half of the pooled sample identified a 30-item five correlated factor structure, but a CFA of this PCA-derived structure in the second half of this pooled sample revealed a poor fit, although the PCA-derived SCAS-P scale and subscales had stronger validity and better internal consistency than the original SCAS-P. The study's limitations, the use of the SCAS-P to screen for DSM-derived anxiety problems in ASD and future research directions are discussed. Autism Res 2017, 10: 1629-1652. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Parent and teacher reports of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children often differ from each other. These informant report differences may occur in systematic ways that vary by child socioeconomic status (SES) and race, but little is known about how SES and race together relate to parent and teacher report of ADHD symptoms in school-aged children. We examined the relationship between child SES, child race and parent and teacher reports of ADHD symptoms in two samples of school-aged Caucasian and African American children being evaluated for ADHD ( N = 1056; N = 317). Multivariate regression was used to predict parent and teacher reports of ADHD symptoms from child SES, race, age, gender and interaction terms. The Wald test of parameter constraints was used to test the contrast between the predictors of interest and parent and teacher report of symptoms. In the second sample, we also examined observer report measures of ADHD symptoms during one-to-one testing and in the classroom. In both samples, lower SES was associated with higher levels of inattention symptoms, as reported by teachers, but not by parents. Lower SES was also associated with higher levels of hyperactivity/impulsivity symptoms, as reported by both teachers and parents. African American race was associated with higher levels of inattention and hyperactivity/impulsivity symptoms reported by teachers than reported by parents. Observer report measures showed a different pattern of associations with SES and race. Investigating how children's SES and race influence cross-informant agreement on ratings of children's behavior might lead to the development of better assessment practices and more accurate diagnoses for diverse child populations. [ABSTRACT FROM AUTHOR]

BackgroundThe aim of this project was to examine parent perceptions of potential communicative acts (PCAs) of children with, or at risk for, autism spectrum disorder (ASD). MethodsParticipants were 6 males ranging from 17 to 30 months of age. Behaviours of interest were compared using parent report taken from the Inventory of Potential Communication Acts (IPCA) and videotaped observation collected during the Autism Diagnostic Observation Schedule – Second Edition (ADOS-2 Toddler Module). PCA verification categories included facial expression, eye gaze, vocalisation, challenging behaviour, body movement, stereotypic movement, imitation, or symbolic forms. ResultsOn average, 83% of PCA categories coded from the ADOS-2 videotapes were also reported by parents using the IPCA questionnaire. For half of the participants, parent report added PCA information beyond what was collected during standard observation. ConclusionsResults suggest that parent report questionnaires are viewed as a complement to information obtained from standard observation. [ABSTRACT FROM PUBLISHER]

Background There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. [ABSTRACT FROM AUTHOR]

This study investigated the psychometric properties of the Social Worries Anxiety Index for Young children (SWAIY), adapted from the Social Worries Questionnaire—Parent version (SWQ-P; Spence, 1995), as a measure of social anxiety in young children. 169 parents of children aged four to eight years from a community sample completed the SWAIY and a standardized measure of anxiety; the SWAIY was completed again two weeks later. Parents deemed the items appropriate and relevant to children of this age. The SWAIY demonstrated excellent ( > 0.80) internal consistency and a one-factor model. Test-retest reliability was strong ( r = 0.87) and evidence of convergent validity ( r > .50) was found. The study provides initial evidence for the validation of SWAIY as a measure of social anxiety in children aged four to eight years old. This questionnaire is ideal for investigating social anxiety over early childhood and the relationship between early social worries and later anxiety disorders. [ABSTRACT FROM AUTHOR]

Background: Informant-reported outcome measures, usually completed by parents, are often administered in pediatric clinical trials with the intention of collecting data to support claims in a medical product label. Recently, there has been an emphasis on limiting these measures to observable content, as recommended in the US Food and Drug Administration guidance on patient-reported outcomes. This qualitative study explores the concept of observability using the example of childhood attention deficit/hyperactivity disorder (ADHD).Methods: Concept elicitation interviews were conducted with children (aged 6-12 years) diagnosed with ADHD and parents of children with ADHD to identify concepts for a potential parent-reported measure of functional impact of childhood ADHD. The observability of each concept was considered.Results: Of the 30 parents (90% females; mean age = 42.0 years), 24 had a child who was also interviewed (87.5% males; mean age = 9.6 years). Areas of functional impact reported by parents and/or children included the following: 1) functioning within the home/family, 2) academic performance, 3) school behavior, 4) social functioning, 5) emotional functioning, and 6) decreased self-efficacy. Parents cited many examples of direct observation at home, but opportunities for observation of some important areas of impact (e.g., school behavior and peer relationships) were limited.Conclusions: Findings illustrate the substantial functional impairment associated with childhood ADHD while highlighting the challenges of developing informant-reported outcome measures limited to observable content. Because ADHD has an impact on children's functioning in a wide range of contexts, a parent-report measure that includes only observable content may fail to capture important aspects of functional impairment. Approaches for addressing this observability challenge are discussed. [ABSTRACT FROM AUTHOR]

BackgroundChildren with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communicative impairments. Although many of these children are diagnosed with intellectual disability (ID) and/or autism spectrum disorder (ASD), these populations are seldom used as control groups. Hence, information regarding syndrome-specific socio-communicative challenges is lacking. MethodParental concerns regarding everyday communication were investigated by means of the Children’s Communication Checklist-2-NL (Geurts, 2007). Twenty children with 22q11.2DS (chronological age: 6 years–13 years 3 months) were compared to 21 children with idiopathic ID and 23 children with idiopathic ID and comorbid ASD. All groups were matched for fluid intelligence (Gf), chronological age, and core language scores. ResultsNeglect or inadequate use of context information was more prevalent in children with 22q11.2DS than in children with idiopathic ID. Nonverbal communication seemed less impaired than in children with idiopathic ID + ASD. ConclusionPragmatic language skills and developmental trajectories in children with 22q11.2DS merit further investigation. [ABSTRACT FROM AUTHOR]

Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

The magnitude and relevance of food allergies in the preschool population remain unknown in most regions of Mexico and Latin America. Thus, our aim was to estimate the parent-reported prevalence of food allergies in a Mexican preschool population and to characterize their clinical diagnosis and presentation. A cross-sectional survey was conducted in Culiacán City. A validated questionnaire was utilized. A total of 810 parents responded to the questionnaire (valid response rate, 40.7%). The estimated prevalence rates (95% CI) were: "physician-diagnosed Food Allergy (FA), ever" 5.30% (3.86-7.08); "immediate-type FA, ever" 2.96% (1.91-4.38); "immediate-type FA, current" 1.60% (0.86-2.73); and food-dependent anaphylaxis 1.11% (0.51-2.01). The main food allergens were milk (0.49%), strawberries (0.37%), egg, and soy (0.25% each). Atopic diseases and a family history of allergies were significantly associated with immediate-type FA. Among "immediate-type FA, current" cases, 76.9% required emergency room visits, but the prescription of epinephrine autoinjectors was reported in one case only. The food reactions occurred at home (92.35%), in a relative's house (38.5), and at restaurants (23%). Immediate-type FA reactions requiring emergency room visits are not uncommon among the studied population. Actions like proper anaphylaxis management and the prevention of cross-contamination of foods should be encouraged.

Introduction: Bilingualism has historically been claimed to be a risk factor for developmental stuttering. The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) ostensibly contains evidence to test that claim., Methods: We analyze data from monolingual and bilingual children in Kindergarten through fifth grade in the ECLS-K:2011., Results and Discussion: The prevalence, male/female ratio, and onset and recovery of reported stuttering in the ECLS are inconsistent with widely-accepted clinical reports of stuttering. We argue that the reported figures may be misleading. We discuss some factors that may inflate the reported prevalence, including a lack of awareness of the difference between stuttering vs. normal disfluencies, and the informal usage of the word "stuttering" on the part of teachers and parents to describe typical disfluencies., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Gahl.)

To investigate if the Personality Disorder (PD) severity concept (Criterion A) of the ICD-11 and DSM-5 AMPD is applicable to children and adolescents, following the ICD-11 lifespan perspective of mental disorders, age-specific and informant-adapted assessment tools are needed. The LoPF-Q 6-18 PR (Levels of Personality Functioning Questionnaire Parent Rating) was developed to assess Impaired Personality Functioning (IPF) in children aged 6-18 in parent-reported form. It is based on the established self-report questionnaire LoPF-Q 12-18 . Psychometric properties were investigated in a German-speaking clinical and school sample containing 599 subjects. The final 36-item version of LoPF-Q 6-18 PR showed good scale reliabilities with 0.96 for the total scale IPF and 0.90-0.87 for the domain scales Identity, Self-direction, Empathy, and Intimacy/Attachment and an acceptable model fit in a hierarchical CFA with CFI = 0.936, RMSEA = 0.078, and SRMR = 0.068. The total score discriminated significantly and with large effect sizes between the school population and (a) adolescent PD patients ( d = 2.7 standard deviations) and (b) the younger patients (6-11-year-olds) with internalizing and externalizing disorders ( d = 2.2 standard deviations). Informant agreement between parent and self-report was good at 0.47. Good construct validity can be assumed given sound covariation with related measures of psychopathology ( CBCL 4-18 , STiP-5.1 , OPD-CA2-SQ PR ) and maladaptive traits ( PID5BF+ M CA IRF ) in line with theory and matching the result patterns obtained in older samples in self-report. The results suggest that parent-reported assessments of IPF and maladaptive traits are equivalent to self-reported measures for Criterion A and B. Assessing IPF as early as age six might be a valuable step to foster early detection of PD, or maladaptive personality development, respectively individuals at risk.

The Language Use Inventory (LUI) is a parent-report measure of the pragmatic functions of young children's language, standardized and norm-referenced in English (Canada) for children aged 18-47 months. The unique focus of the LUI, along with its appeal to parents, reliability and validity, and usefulness in both research and clinical contexts has prompted research teams globally to translate and adapt it to other languages. In this review, we describe the original LUI's key features and report on processes used by seven different research teams to translate and adapt it to Arabic, French, Italian, Mandarin, Norwegian, Polish, and Portuguese. We also review data from the studies of the seven translated versions, which indicate that all the LUI versions were reliable and sensitive to developmental changes. The review demonstrates that the LUI, informed by a social-cognitive and functional approach to language development, captures growth in children's language use across a range of linguistic and cultural contexts, and as such, can serve as a valuable tool for clinical and research purposes., Competing Interests: DO’N is the author of the Language Use Inventory (LUI) and the founder and president of Knowledge in Development (KID), Inc. KID, Inc. holds the copyright to and publishes the original English version of the Language Use Inventory (LUI) commercially (languageuseinventory.com). KID, Inc. receives all proceeds from the LUI and thus DO’N is a beneficiary of proceeds from the LUI. This is a continuing relationship. The remaining author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Pesco and O’Neill.)

Aim: Postpartum depression (PPD) may have negative effects on the parents and lead to impaired cognitive, socioemotional, and behavioral development in their children. The purpose of this study was to examine factors associated with PPD in parents during the first year after delivery., Methods: This study used a self-administered questionnaire. Questionnaires were mailed at 5 days, 3 months, 6 months, and 1 year after delivery, respectively. The particpants were 107 pairs of mothers and fathers. PPD was assessed using the Edinburgh Postnatal Depression Scale (EPDS). Data on sense of coherence (SOC), Quality Marriage Index, Social Support Scale, Mother-to-Infant Bonding Scale, and sociodemographic variables were collected. Multiple regression analysis was performed to examine the strength of the association between several variables and the EPDS at each survey period for fathers and mothers, respectively., Results: The prevalence of PPD in the first-year postpartum ranged from 12.1%-23.4% to 7.5%-8.4% for fathers and mothers, respectively. SOC had the strongest impact on EPDS scores for both fathers and mothers at all four survey periods., Conclusions: Our findings suggest that stress coping skills are an important factor affecting PPD throughout the first-year postpartum for both fathers and mothers., (© 2023 The Authors. Neuropsychopharmacology Reports published by John Wiley & Sons Australia, Ltd on behalf of The Japanese Society of Neuropsychopharmacology.)

Assessing cognitive development is critical in clinical research of autism spectrum disorder (ASD). However, collecting cognitive data from clinically administered assessments can add a significant burden to clinical research in ASD due to the substantial cost and time required, and it is often prohibitive in large-scale studies. There is a need for more efficient, but reliable, methods to estimate cognitive functioning for researchers, clinicians, and families. To examine the degree to which caregiver estimates of cognitive level agree with actual measured intelligence/developmental scores and understand factors that may impact that agreement, 1,555 autistic individuals (81.74% male; age 18 months-18 years) were selected from a large cohort (Simons Foundation Powering Autism Research for Knowledge, SPARK). Results suggest that querying parents about recent testing results and developmental diagnoses can provide valid and useful information on cognitive ability. The agreement of parental estimates varied with age, measured cognitive ability, autistic traits, and adaptive skills. In the context of large-scale research efforts, parent-reported cognitive impairment may be a good proxy for categorical IQ range for survey-based studies when specific IQ scores are not available, circumventing the logistical and financial obstacles of obtaining neuropsychological or neurodevelopmental testing., (© 2023 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.)

The current study examined differences between parent report and diagnostician direct assessment of receptive language, expressive language, and fine motor abilities in toddlers with autism spectrum disorder (ASD) and other delays. Additionally, this study examined whether parent-diagnostician consistency varied by child diagnosis and sex assigned at birth (SAB). Initial mixed analysis of variances (ANOVAs) were conducted using data from a sample of 646 toddlers to examine whether parent-diagnostician consistency differed by child diagnosis. Matched samples (using child age, SAB, and nonverbal IQ) were then created within each diagnostic group and mixed ANOVAs were conducted to examine if consistency was similar in matched diagnostic subsamples and whether it differed by SAB. Findings from the full sample mostly replicated previous research that has documented consistency between parent report and direct observation regardless of child diagnosis. However, when examined in matched diagnostic subgroups, more nuanced patterns were observed. Parent report of receptive language was lower in ASD and ASD features subgroups and parent report of fine motor skills was lower than direct observation in the ASD, ASD features, and developmental delay groups. When examining the moderating effect of SAB, only expressive language was impacted for children in the ASD group. Results indicate the importance of considering child demographic characteristics and that child SAB may impact parent report and/or diagnostician perception of expressive language., (© 2023 International Society for Autism Research and Wiley Periodicals LLC.)

Objective: The primary aim of this study was to ascertain the relevance of the vocabulary of the Language Development Survey (LDS) for typically developing South African toddlers who attend ethno-linguistically diverse early childhood development centres. Rationale: The need for exploration of the expressive vocabulary of this population stems from the diverse linguistic contexts to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning and teaching for their child. As a result, toddlers interact with ethno-linguistically diverse peers from a young age, usually within their early childhood development centres. Method: An adapted version of the LDS was presented to 40 middle-class parents in Mpumalanga. Vocabulary commonly used by toddlers was determined and a comparison of parent responses made between the present study and the original American-based survey. Results: Results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Significant correlations between the two groups were evident in 12 of the 14 categories. Parents reported that nouns, verbs, adjectives and words from other word classes were used similarly by toddlers, despite differences in their linguistic exposure. Conclusions: These findings suggest that the LDS is a valuable clinical screening tool for speech-language therapists who deliver services to toddlers within the South African context.

Parents are typically relied upon to report young children’s dietary intake. However, there has been limited research assessing the accuracy of such reports captured using novel dietary assessment tools. The purpose of the current study was to assess the validity of the web-based Automated Self-Administered 24-h Dietary Assessment Tool (ASA24-Canada) for capturing dietary intake among children aged two-five years (n = 40), using parental proxy reporting. The study was conducted in a daycare setting, allowing for standardization of foods and drinks offered and direct observation of intake. Parental-reported intake was compared to true intake for lunch and dinner, as well as an afternoon snack, on a single day. Each eating occasion, including plate waste, was unobtrusively documented. Parents were not present for lunch or the afternoon snack, but joined their children at the daycare centre for the dinner meal. The following day, parents reported their children’s intake from the previous 24-h period using ASA24-Canada. For the eating occasions assessed, parents reported exact or close matches for 79.2% (82.3% for lunch, 81.2% for the snack, and 77.4% for dinner) of the foods and beverages truly consumed by children. Estimates of intake for energy and macronutrients examined (carbohydrates, fat, and protein) based on parental reports were higher than those based on true (observed) intake. Our findings suggest that parents are able to report what their preschool children eat and drink relatively accurately. However, the accuracy of portion size estimates is low. Strategies to enhance portion size reporting are needed to improve parental proxy reporting.