Predictive Validity of a Continuous Alternative to Nominal Subtypes of Attention-Deficit/Hyperactivity Disorder for "DSM-V"

Autor/inn/en	Lahey, Benjamin B.; Willcutt, Erik G.
Titel	Predictive Validity of a Continuous Alternative to Nominal Subtypes of Attention-Deficit/Hyperactivity Disorder for "DSM-V"
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 39 (2010) 6, S.761-775 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Classification; Mathematics Achievement; Attention Deficit Disorders; Predictive Validity; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Conceptual Tempo; Children; Longitudinal Studies; Scores; Intervention; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Psychiatrische Symptomatik; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Three subtypes of attention-deficit/hyperactivity disorder (ADHD) based on numbers of symptoms of inattention (I) and hyperactivity-impulsivity (HI) were defined in the "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.) to reduce heterogeneity of the disorder, but the subtypes proved to be highly unstable over time. A continuous alternative to nominal subtyping is evaluated in a longitudinal study of 129 four- to six-year-old children with ADHD and 130 comparison children. Children who met criteria for all subtypes in Year 1 continued to exhibit greater functional impairment than comparison children during Years 2 to 9. Among children with ADHD in Year 1, I and HI symptoms differentially predicted teacher-rated need for treatment and reading and mathematics achievement scores over the next 8 years in controlled analyses. Consistent with other studies, these findings suggest that the use of diagnostic modifiers specifying the numbers of I and HI symptoms could reduce heterogeneity and facilitate clinical intervention, prognosis, and research. (Contains 5 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10