Diagnostic Accuracy and Clinical Potential for the Strengths and Weaknesses of Attention-Deficit/Hyperactivity Symptoms and Normal Behaviors Scale (SWAN) PDF Download
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Author: Ruqayah Alhajji Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In theory, the continuum of attention-deficit hyperactivity disorder (ADHD) is normally distributed within the general population. Unlike many existing ADHD rating scales, the Strengths and Weaknesses of ADHD–Symptoms and Normal Behavior (SWAN) scale is theoretically designed to capture positive and negative variations in symptoms along this continuum. Nonetheless, despite its use in several research studies, the SWAN has received little attention to its clinical utility. Most studies that found the SWAN to have high validity and diagnostic accuracy for ADHD screening in children have been conducted in community/nonclinical samples. It is still unclear in clinical populations whether the SWAN captures a similar underlying construct relative to commonly used ADHD rating scales. There is inadequate information about the SWAN’s diagnostic validity compared with other validated ADHD scales to identify ADHD in clinic-referred children. The aim of the current study was to estimate the SWAN’s convergent validity with the a common ADHD rating subscale, the Hyperactivity–Inattention (HI) of the Strengths and Difficulties Questionnaire (SDQ/HI). A second aim of the study was to compare the concurrent validity of the SWAN with that of the SDQ/HI, as measured by correlations with scores of a measure of ADHD-related functional impairment, the Impairment Rating Scale (IRS). A third aim was to examine the diagnostic validity of the SWAN to differentiate between children with and without an ADHD diagnosis. A fourth aim was to compare the diagnostic validity of the SWAN and SDQ/HI to differentiate between children with and without an ADHD diagnosis. Methods: This study used a cross-sectional cohort design to assess and compare the performance of two ADHD rating scales for identifying cases of ADHD. The study utilized archived data of 357 children who visited a mental health outpatient clinic at a children’s hospital, specializing in ADHD and related disorders, in the northwest United States. One parent/caregiver completed the three rating scales, an average of 3 days before their child’s first visit to the clinic for a comprehensive evaluation for ADHD. Bivariate correlation analyses were used to examine the convergent and concurrent validity among the current study rating scales. Receiver operating characteristic (ROC) curve analyses were used to determine the SWAN and SDQ/HI cutoff scores and compare their performance in identifying cases with ADHD from cases with other disorders in this sample. Regarding convergent validity, the SWAN total and SDQ/HI correlation was large and significant (r = .68). Likewise, the correlation between the SDQ/HI and the SWAN Hyperactivity/Impulsivity subscale (SWAN HI) was large and significant (r = .65). The correlation between the SDQ/HI and the SWAN Attention Deficit subscale (SWAN AD) was significant but smaller (r = .49). For concurrent validity, the correlation coefficients of the SWAN total and the SWAN subscales were larger than the correlation coefficient values with the IRS items compared to the SDQ/HI. Results from the ROC curves and Area Under the Curve (AUC) of the SWAN total, the SWAN AD and SWAN HI (AUCs =.7, .69 and .66, respectively) showed good to useful abilities in differentiating between children with and without an ADHD diagnosis. The ROC curves analyses that compared the SWAN total and the SWAN HI subscale as well as the SWAN AD subscale with the SDQ/HI subscale when differentiating between the ADHD and non-ADHD groups indicated that the SWAN total had the largest AUC among all scales. However, the results from the pairwise comparison of the ROC curves with the critical value for significance for the AUC set at (p =.05) showed no significant differences among the AUCs of the SWAN total, the SWAN AD subscale, and the SDQ/HI. The discriminant abilities of the SWAN AD and the SWAN HI were slightly lower than the SWAN total. The difference between the SWAN total and the SWAN HI AUC was significant (p = .023). The SWAN total and subscales showed good to useful abilities for classifying ADHD cases from non-ADHD clinic-referred children with other psychiatric disorders. While the SWAN demonstrated low specificity in the current study, these results might be specific to the current sample from an ADHD tertiary clinic, wherein the majority of referred cases were complex with significant psychiatric comorbidity, diverse medical and treatment history. Findings from comparing the diagnostic validity of the SWAN to SDQ/HI yielded no significant difference in their performance in identifying ADHD cases in the current sample. Nonetheless, the SWAN has advantages over SDQ/HI for describing aspects of variations (strengths) in attention and activity abilities.
Author: Ruqayah Alhajji Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In theory, the continuum of attention-deficit hyperactivity disorder (ADHD) is normally distributed within the general population. Unlike many existing ADHD rating scales, the Strengths and Weaknesses of ADHD–Symptoms and Normal Behavior (SWAN) scale is theoretically designed to capture positive and negative variations in symptoms along this continuum. Nonetheless, despite its use in several research studies, the SWAN has received little attention to its clinical utility. Most studies that found the SWAN to have high validity and diagnostic accuracy for ADHD screening in children have been conducted in community/nonclinical samples. It is still unclear in clinical populations whether the SWAN captures a similar underlying construct relative to commonly used ADHD rating scales. There is inadequate information about the SWAN’s diagnostic validity compared with other validated ADHD scales to identify ADHD in clinic-referred children. The aim of the current study was to estimate the SWAN’s convergent validity with the a common ADHD rating subscale, the Hyperactivity–Inattention (HI) of the Strengths and Difficulties Questionnaire (SDQ/HI). A second aim of the study was to compare the concurrent validity of the SWAN with that of the SDQ/HI, as measured by correlations with scores of a measure of ADHD-related functional impairment, the Impairment Rating Scale (IRS). A third aim was to examine the diagnostic validity of the SWAN to differentiate between children with and without an ADHD diagnosis. A fourth aim was to compare the diagnostic validity of the SWAN and SDQ/HI to differentiate between children with and without an ADHD diagnosis. Methods: This study used a cross-sectional cohort design to assess and compare the performance of two ADHD rating scales for identifying cases of ADHD. The study utilized archived data of 357 children who visited a mental health outpatient clinic at a children’s hospital, specializing in ADHD and related disorders, in the northwest United States. One parent/caregiver completed the three rating scales, an average of 3 days before their child’s first visit to the clinic for a comprehensive evaluation for ADHD. Bivariate correlation analyses were used to examine the convergent and concurrent validity among the current study rating scales. Receiver operating characteristic (ROC) curve analyses were used to determine the SWAN and SDQ/HI cutoff scores and compare their performance in identifying cases with ADHD from cases with other disorders in this sample. Regarding convergent validity, the SWAN total and SDQ/HI correlation was large and significant (r = .68). Likewise, the correlation between the SDQ/HI and the SWAN Hyperactivity/Impulsivity subscale (SWAN HI) was large and significant (r = .65). The correlation between the SDQ/HI and the SWAN Attention Deficit subscale (SWAN AD) was significant but smaller (r = .49). For concurrent validity, the correlation coefficients of the SWAN total and the SWAN subscales were larger than the correlation coefficient values with the IRS items compared to the SDQ/HI. Results from the ROC curves and Area Under the Curve (AUC) of the SWAN total, the SWAN AD and SWAN HI (AUCs =.7, .69 and .66, respectively) showed good to useful abilities in differentiating between children with and without an ADHD diagnosis. The ROC curves analyses that compared the SWAN total and the SWAN HI subscale as well as the SWAN AD subscale with the SDQ/HI subscale when differentiating between the ADHD and non-ADHD groups indicated that the SWAN total had the largest AUC among all scales. However, the results from the pairwise comparison of the ROC curves with the critical value for significance for the AUC set at (p =.05) showed no significant differences among the AUCs of the SWAN total, the SWAN AD subscale, and the SDQ/HI. The discriminant abilities of the SWAN AD and the SWAN HI were slightly lower than the SWAN total. The difference between the SWAN total and the SWAN HI AUC was significant (p = .023). The SWAN total and subscales showed good to useful abilities for classifying ADHD cases from non-ADHD clinic-referred children with other psychiatric disorders. While the SWAN demonstrated low specificity in the current study, these results might be specific to the current sample from an ADHD tertiary clinic, wherein the majority of referred cases were complex with significant psychiatric comorbidity, diverse medical and treatment history. Findings from comparing the diagnostic validity of the SWAN to SDQ/HI yielded no significant difference in their performance in identifying ADHD cases in the current sample. Nonetheless, the SWAN has advantages over SDQ/HI for describing aspects of variations (strengths) in attention and activity abilities.
Author: Scott H Kollins Publisher: Springer Science & Business Media ISBN: 1907673423 Category : Medical Languages : en Pages : 63
Book Description
A comprehensive guide to the assessment scales, interviews, and questionnaires for ADHD for children, adolescence, and adults. Written by world-renowned experts in psychiatry, specifically in ADHD. Dr Conners’ work in this book is invaluable as he is the author of the most widely used assessment scales in the field. A follow-up of the 2003 first edition of the Guide to Assessment Scales in Attention-Deficit Hyperactivity Disorder (also written by Dr Conners and Dr Kollins) Concise analysis of the most useful and popular scales assessing ADHD for children, adolescents, and adults. Explains how to most effectively use the top assessment scales in ADHD for children and adults in the context of a clinical practice Expert commentaries highlight the advantages and disadvantages of each scale, in addition to providing a discussion on how and when to administer them. Attention-deficit hyperactivity disorder (ADHD) is the most commonly studied and diagnosed psychiatric disorder in children, affecting about 3–5% of children globally and diagnosed in about 2–16% of school aged children. Additionally, it is a chronic disorder; 30–50% of individuals diagnosed with ADHD in childhood continue to be symptomatic in adulthood. However, with early diagnosis, medical management and behavioral treatment has been most effective when treating patients with ADHD at any age. Assessment scales are critical and essential tools for the diagnosis and treatment of patients with ADHD. This book has been designed to provide clinicians with a quick guide to the most effective assessment scales in ADHD for patients at any age. Additionally, the scales are used in clinical trials to evaluate drug efficacy.
Author: Arthur D. Anastopoulos Publisher: Springer Science & Business Media ISBN: 030647512X Category : Psychology Languages : en Pages : 355
Book Description
Over the past two decades, the assessment of Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a sophisticated balance of science and clinical judgement essential for arriving at reliable and valid diagnostic de- sions. Because of the precarious mix of clinical and empirical skill needed to evaluate children with this disorder, diagnostic practice in this area has been found wanting by many critics. In fact, a 1998 National Institutes of Health consensus panel concluded that “existing diagnostic treatment practices ... point to the need for improved awareness by the health service sector conce- ing an appropriate assessment, treatment, and follow-up. A more consistent set of diagnostic procedures and practice guidelines is of utmost importance” (p. 21). Drs. Arthur D. Anastopoulos and Terri L. Shelton have designed a book that addresses this need. A number of themes are highlighted throughout the text. Perhaps the most important is that the assessment guidelines set forth in this book represent a balance between science and practice. The authors account for the realities of clinical practice in an age of managed care while challenging clinicians to heed the lessons of empirical research. Although the use of empirically based asse- ment procedures may at times fly in the face of cost constraints (e. g. , systematic evaluation of medication effects), the authors present a strong argument for them. Further, they call upon their vast clinical experience to provide concrete suggestions for translating research findings into effective evaluations.
Author: Gordon Teichner Publisher: Momentum Press ISBN: 1944749365 Category : Psychology Languages : en Pages : 141
Book Description
Medical and mental health professionals who treat children and adolescents are frequently asked to evaluate and treat an Attention-Deficit/Hyperactivity Disorder (ADHD). This book presents information that will assist professionals in this process. The reader will learn about the causes of ADHD, how to accurately diagnose ADHD, and methods to evaluate potential coexisting disorders that often accompany this condition. Professionals reading this book will gain a thorough understanding of empirically based treatments that work for ADHD. A number of case studies illustrating the assessment and treatment of ADHD are presented. Mental health professionals who are looking to increase their revenue may be interested in this book given the growing need for qualified providers who can provide assessment and treatment services for this population.
Author: Stephen E. Brock Publisher: Springer Science & Business Media ISBN: 1441905014 Category : Psychology Languages : en Pages : 174
Book Description
ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.
Author: Eric Taylor Publisher: Oxford University Press ISBN: 0192562851 Category : Medical Languages : en Pages : 416
Book Description
Several alterations of brain function cause common mental problems in young people. ADHD, autism, tic disorders, learning difficulties, intellectual disability, and the psychotic disorders of young people are conventionally classified and described as discrete neuropsychiatric problems. Research, however, has made it clear that they are complex, variable, dimensional, overlapping, and that they frequently coexist and share aetiological influences. Developmental Neuropsychiatry explores how clinicians often find themselves confronted with complex problems of diagnosis and treatment. Existing texts and guidelines, however, continue to be organized around simple conceptualization of illness categories. The book provides unified accounts of the complex psychiatric, psychological, neurological, medical, social, and educational issues that are relevant to clinical understanding.
Author: Susan Bögels Publisher: Springer Science & Business Media ISBN: 146147406X Category : Psychology Languages : en Pages : 338
Book Description
Despite its inherent joys, the challenges of parenting can produce considerable stress. These challenges multiply—and the quality of parenting suffers—when a parent or child has mental health issues, or when parents are in conflict. Even under optimal circumstances, the constant changes as children develop can tax parents' inner resources, often undoing the best intentions and parenting courses. Mindful Parenting: A Guide for Mental Health Practitioners offers an evidence-based, eight week structured mindfulness training program for parents with lasting benefits for parents and their children. Designed for use in mental health contexts, its methods are effective whether parents or children have behavioral or emotional issues. The program's eight sessions focus on mindfulness-oriented skills for parents, such as responding to (as opposed to reacting to) parenting stress, handling conflict with children or partners, fostering empathy, and setting limits. The book dovetails with other clinical mindfulness approaches, and is written clearly and accessibly so that professionals can learn the material easily and impart it to clients. Featured in the text: Detailed theoretical, clinical, and empirical foundations of the program. The complete Mindful Parenting manual with guidelines for eight sessions and a follow-up. Handouts and assignments for each session. Findings from clinical trials of the Mindful Parenting program. Perspectives from parents who have finished the course. Its clinical focus and empirical support make Mindful Parenting an invaluable tool for practitioners and clinicians in child, school, and family psychology, psychotherapy/counseling, psychiatry, social work, and developmental psychology.
Author: Stephen P. Hinshaw Publisher: SAGE Publications, Incorporated ISBN: Category : Medical Languages : en Pages : 176
Book Description
This is a concise, state-of-the-art synthesis of the vast amount of information related to attention deficits and hyperactivity in children. The author explores key issues such as: whether there is in fact a valid syndrome; which factors predict subsequent adolescent and adult functioning; and the most suitable assessment instruments. The volume encompasses a wide range of perspectives, including clinical, developmental, psychodiagnostic, psychobiological, environmental//familial and social cognitive.
Author: Steven P. Reise Publisher: Routledge ISBN: 131756569X Category : Psychology Languages : en Pages : 710
Book Description
Item response theory (IRT) has moved beyond the confines of educational measurement into assessment domains such as personality, psychopathology, and patient-reported outcomes. Classic and emerging IRT methods and applications that are revolutionizing psychological measurement, particularly for health assessments used to demonstrate treatment effectiveness, are reviewed in this new volume. World renowned contributors present the latest research and methodologies about these models along with their applications and related challenges. Examples using real data, some from NIH-PROMIS, show how to apply these models in actual research situations. Chapters review fundamental issues of IRT, modern estimation methods, testing assumptions, evaluating fit, item banking, scoring in multidimensional models, and advanced IRT methods. New multidimensional models are provided along with suggestions for deciding among the family of IRT models available. Each chapter provides an introduction, describes state-of-the art research methods, demonstrates an application, and provides a summary. The book addresses the most critical IRT conceptual and statistical issues confronting researchers and advanced students in psychology, education, and medicine today. Although the chapters highlight health outcomes data the issues addressed are relevant to any content domain. The book addresses: IRT models applied to non-educational data especially patient reported outcomes Differences between cognitive and non-cognitive constructs and the challenges these bring to modeling. The application of multidimensional IRT models designed to capture typical performance data. Cutting-edge methods for deriving a single latent dimension from multidimensional data A new model designed for the measurement of constructs that are defined on one end of a continuum such as substance abuse Scoring individuals under different multidimensional IRT models and item banking for patient-reported health outcomes How to evaluate measurement invariance, diagnose problems with response categories, and assess growth and change. Part 1 reviews fundamental topics such as assumption testing, parameter estimation, and the assessment of model and person fit. New, emerging, and classic IRT models including modeling multidimensional data and the use of new IRT models in typical performance measurement contexts are examined in Part 2. Part 3 reviews the major applications of IRT models such as scoring, item banking for patient-reported health outcomes, evaluating measurement invariance, linking scales to a common metric, and measuring growth and change. The book concludes with a look at future IRT applications in health outcomes measurement. The book summarizes the latest advances and critiques foundational topics such a multidimensionality, assessment of fit, handling non-normality, as well as applied topics such as differential item functioning and multidimensional linking. Intended for researchers, advanced students, and practitioners in psychology, education, and medicine interested in applying IRT methods, this book also serves as a text in advanced graduate courses on IRT or measurement. Familiarity with factor analysis, latent variables, IRT, and basic measurement theory is assumed.
Author: Ruqayah Alhajji
Author: Ruqayah Alhajji
Author: Scott H Kollins
Author: Arthur D. Anastopoulos
Author: Gordon Teichner
Author: Stephen E. Brock
Author: 
Author: Eric Taylor
Author: Susan Bögels
Author: Stephen P. Hinshaw
Author: Steven P. Reise