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We report a Delphi Consensus modification and first validation study of the Autism Diagnostic Observation Schedule - 2 with deaf children and young people (ADOS-2 Deaf adaptation). Validation included 122 deaf participants (aged 2-18 years), 63 with an Autism Spectrum Disorder (ASD). This was compared to a National Institute for Health and Clinical Excellence (NICE) guideline standard clinical assessment by blinded independent specialist clinicians. Results showed overall sensitivity 73% (95%CI 60%, 83%); specificity 71% (95%CI 58%, 82%), and for the more common modules 1-3 (combined as in previous studies) sensitivity 79% (95% CI 65-89%); specificity 79% (95% CI 66-89%) suggesting this instrument will be a helpful addition for use with deaf children and young people., Author(s): Helen Phillips [sup.1] , Barry Wright [sup.1] [sup.2] , Victoria Allgar [sup.2] , Helen McConachie [sup.3] , Jennifer Sweetman [sup.1] , Rebecca Hargate [sup.1] , Rachel Hodkinson [sup.1] , [...]

Two large surveys of children and adolescents in the general British population is used to evaluate the dimensionality of the total difficulties score of the Strengths and Difficulties Questionnaire (SDQ). The findings support the use of SDQ as a measure of child mental health.

Although functional behavior assessment (FBA) has been widely recognized as a promising practice for providing proactive interventions with students exhibiting challenging behaviors in typical schools, questions persist as to how [...]

In this paper the refinement and psychometric properties of the Infant-Toddler Social and Emotional Assessment (ITSEA) are described. Results from a sociodemographically diverse birth cohort sample of 1,235 parents of children between the ages of 12 and 36 months are presented. Confirmatory factor analyses supported the hypothesized Internalizing, Externalizing, Regulatory, and Competence domains as well as the 17 individual scales that comprise the ITSEA. Findings for 3 additional indices useful in identifying significant psychopathology are presented. Subgroup analyses revealed structural invariance and expected mean level differences across both child sex and 6-month age bands. Child sex differences emerged for some problem and most competence scales, with boys rated as higher on Activity/Impulsivity and girls rated higher on Anxiety and most Competence scales. All competence scores increased across age groups. Problem behaviors showed a more mixed developmental pattern. Test-retest and interrater reliability were acceptable. Associations between the ITSEA and independent evaluator ratings and parental ratings of child behavior problems, temperament, and parental distress support the validity of the instrument. KEY WORDS: behavior problems; social--emotional competencies; infant; assessment; scale development.

A 14-min continuous performance test (CPT) requiring a high rate of responding was administered to a probability-weighted random sample of 816 9-17-year-old children drawn from a population of 17,117 children in an ongoing epidemiological and longitudinal study in Western North Carolina. Systematic main effects of improved performance with older age were found in this age range for all variables, including reaction time (RT), RT standard error, errors of omission, errors of commission, and signal detection parameters (d' and [beta]). Significant gender main effects included more impulsive errors, less variability, and faster RT by males, with no interactions between age and gender. There were no main effects of ethnicity or interactions of ethnicity with age and/or gender. Large main effects of interstimulus interval (ISI; 1, 2, or 4-s intervals) and time block were present for most CPT performance measures. The normative data from the CPT should provide a useful framework for interpreting similar data in future studies of child and adolescent psychopathology. KEY WORDS: ADHD; continuous performance test; normative; epidemiological.

The Conners' Continuous Performance Test (CPT) is a neuropsychological task that has repeatedly been shown to differentiate ADHD from normal groups. Several variables may be derived from the Conners' CPT including errors of omission and commission, mean hit reaction time(RT), mean hit RT standard error, d', and [beta]. What each CPT parameter actually assesses has largely been based upon clinical assumptions and the face validity of each measure (e.g., omission errors measure inattention, commission errors measure impulsivity). This study attempts to examine relations between various CPT variables and phenotypic behaviors so as to better understand the various CPT variables. An epidemiological sample of 817 children was administered the Conners' CPT. Diagnostic interviews were conducted with parents to determine ADHD symptom profiles for all children. Children diagnosed with ADHD had more variable RTs, made more errors of commission and omission, and demonstrated poorer perceptual sensitivity than nondiagnosed children. Regarding specific symptoms, generalized estimating equations (GEE) and ANCOVAs were conducted to determine specific relationships between the 18 DSM-IV ADHD symptoms and 6 CPT parameters. CPT performance measures demonstrated significant relationships to ADHD symptoms but did not demonstrate symptom domain specificity according to a priori assumptions. Overall performance on the two signal detection measures, d' and [beta], was highly related to all ADHD symptoms across symptom domains. Further, increased variability in RTs over time was related to most ADHD symptoms. Finally, it appears that at least 1 CPT variable, mean hit RT, is minimally related to ADHD symptoms as a whole, but does demonstrate some specificity in its link with symptoms of hyperactivity. KEY WORDS: ADHD; CPT; symptomatology; CPT performance parameters.

Confirmatory factor analysis was used to model a multitrait (ADHD-inattention and hyperactivity/ impulsivity) by multisource (teachers and parents) design across a 3-month interval in a sample of 360 Australian elementary school children. The purpose was to evaluate the convergent and discriminant validity of the ADHD-inattention (IN) and hyperactivity/impulsivity (H/I) measures. Although similar traits and similar sources showed stronger correlations across time than dissimilar traits and dissimilar sources, the amount of source variance in the ADHD-IN and ADHD-H/I measures was substantial and consistent across the interval (M = 59%; range = 35-84%). This large amount of source variance raises the possibility that the correlations of the IN and H/I rating scales with other constructs (e.g., social competence, conduct problems) represent mostly source rather than trait effects. Multitrait by multisource analyses provide a means to answer this question and further advance understanding of ADHD. KEY WORDS: attention-deficit hyperactivity disorder; confirmatory factor analysis; multitrait-multimethod design; convergent validity; discriminant validity.

This article discusses the use of assessment tools developed with a Caucasian perspective on ethnically diverse children with emotional and behavioral disorders. Topics include the complexity of culture and its relationship with psychological treatment.

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.

A brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests, was investigated. In Study 1, no overlap in nonword repetition performance was found between a group of 20 school-age children enrolled in language intervention (LI) and a group of 20 age-matched peers developing language normally (LN). In Study 2, a comparison of likelihood ratios for the nonword repetition task and for a traditional language test revealed that nonword repetition distinguished between children independently identified as LI and LN with a high degree of accuracy, by contrast with the traditional language test. Nonword repetition may have considerable clinical utility as a screening measure for language impairment in children. Information on the likelihood ratios associated with all diagnostic tests of language is badly needed. KEY WORDS: child language impairment, language assessment, nonword repetition, test bias, language screening

Researchers examined the convergence of two diagnostic approaches used in child psychopathology. They found that scores obtained from applying the clinical-diagnostic approach of the Diagnostic Interview Schedule after application of the empirical quantitative approach of the Child Behaviour Checklist did not converge significantly enough to allow one approach to be used in place of the other. Both approaches may deliver specific information with, for example, the Attention Problems scale being the only predictor of Attention Deficit Hyperactivity Disorder.

Reliability is usually greater with externalizing disorders than with internalizing disorders on the Diagnostic Interview Schedule for Children (DISC-2.1) used on a Hispanic population. These levels of reliability are compared between clinic and community samples, and between younger and older children. While parent's reports are more reliable than those of children, this difference is not seen with older children. Reliability is also greater when the second interviewer is a psychiatrist rather than a lay interviewer.

A study of the intellectual abilities of children using human figure drawings shows a significant correlation with the Wechsler Intelligence Scale for Children Revised (WISC-R) and the Stanford-Binet Intelligence Scale. However, the more detailed Goodenough-Harris has higher correlation with Performance IQ on the WISC-R. The study examines the scoring systems of F.L. Goodenough and D.B. Harris, and E.M. Koppitz.

A total of 583 children and adolescents with mental retardation were rated on a new psychometric instrument designed to screen for dual diagnosis (psychopathology in individuals with mental retardation). Two psychiatrists and two clinical psychologists judged the items to have face validity as expressions of psychopathology in children and adolescents with mental retardation. Cronbach's alpha coefficient was .91 for the total score and varied between .57 and .86 for 10 psychometric scales. Children and adolescents who had a dual diagnosis obtained total scores approximately 1 standard deviation higher than those who did not have a dual diagnosis. Each of 4 diagnostic groupings had test profiles in accordance with expectation. The results suggest that the instrument is particularly well suited for use in screening and for help in the analysis of the relationships between certain behavior problems and psychopathology.

In order to assess the utility of psychological testing in evaluating allegations of child sexual abuse, the empirical literature is reviewed in an attempt to answer two questions. First, are there systematic and significant differences on psychological tests between sexually abused and nonabused children? Second, are these differences on psychological testing a direct result of sexual abuse, or are they a result of other coexisting factors that might cause psychological distress? Cognitive measures, personality inventories, symptomatology checklists, and projective tests with sexually abused children are reviewed. While a variety of standardized instruments have been administered to sexually abused children, relatively few have been utilized in empirical studies. Findings have been mixed, with stronger differences between sexually abused and nonabused children generally found on measures completed by parents than on measures administered directly to children. Sexually abused children often fall between nonabused and psychiatric groups. Use of measures specific to sexual abuse is advocated. While psychological tests may currently have limited use in validating suspected sexual abuse, they may be extremely useful in the clinical treatment of the child.