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Incremental Validity of Multi-Method and Multi-Informant Evaluations in the Clinical Diagnosis of Preschool ADHD.

Authors :
Chen, I-Chun
Lee, Pai-Wei
Wang, Liang-Jen
Chang, Chih-Hao
Lin, Cheng-Hsiu
Ko, Li-Wei
Source :
Journal of Attention Disorders; Aug2022, Vol. 26 Issue 10, p1293-1303, 11p
Publication Year :
2022

Abstract

Objectives: This study investigated the discriminative validity of various single or combined measurements of electroencephalogram (EEG) data, Conners' Kiddie Continuous Performance Test (K-CPT), and Disruptive Behavior Disorder Rating Scale (DBDRS) to differentiate preschool children with ADHD from those with typical development (TD). Method: We recruited 70 preschoolers, of whom 38 were diagnosed with ADHD and 32 exhibited TD; all participants underwent the K-CPT and wireless EEG recording in different conditions (rest, slow-rate, and fast-rate task). Results: Slow-rate task-related central parietal delta (1–4 Hz) and central alpha (8–13 Hz) and beta (13–30 Hz) powers between groups with ADHD and TD were significantly distinct (p <.05). A combination of DBDRS, K-CPT, and specific EEG data provided the best probability scores (area under curve = 0.926, p <.001) and discriminative validity to identify preschool children with ADHD (overall correct classification rate = 85.71%). Conclusions: Multi-method and multi-informant evaluations should be emphasized in clinical diagnosis of preschool ADHD. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
10870547
Volume :
26
Issue :
10
Database :
Complementary Index
Journal :
Journal of Attention Disorders
Publication Type :
Academic Journal
Accession number :
157586057
Full Text :
https://doi.org/10.1177/10870547211045739