Criterion validity and clinical usefulness of Attention Deficit Hyperactivity Disorder Rating Scale IV in attention deficit hyperactivity disorder (ADHD) as a function of method and age.

BACKGROUND: The aim of this research is to analyze Attention Deficit Hyperactivity Disorder Rating Scales IV (ADHD RS-IV) criteria validity and its clinical usefulness for the assessment of Attention Deficit Hyperactivity Disorder (ADHD) as a function of assessment method and age. METHODOLOGY: A sample was obtained from an epidemiological study (n = 1095, 6-16 years). Clinical cases of ADHD (ADHD-CL) were selected by dimensional ADHD RS-IV and later by clinical interview (DSM-IV). ADHD-CL cases were compared with four categorical results of ADHD RS-IV provided by parents (CATPA), teachers (CATPR), either parents or teachers (CATPAOPR) and both parents and teachers (CATPA&PR). Criterion validity and clinical usefulness of the answer modalities to ADHD RS-IV were studied. RESULTS: ADHD-CL rate was 6.9% in childhood, 6.2% in preadolescence and 6.9% in adolescence. Alternative methods to the clinical interview led to increased numbers of ADHD cases in all age groups analyzed, in the following sequence: CATPAOPR> CATPRO> CATPA> CATPA&PR> ADHD-CL. CATPA&PR was the procedure with the greatest validity, specificity and clinical usefulness in all three age groups, particularly in the childhood. CONCLUSIONS: Isolated use of ADHD RS-IV leads to an increase in ADHD cases compared to clinical interview, and varies depending on the procedure used.

Prevalence of Oppositional Defiant Disorder in a sample of Spanish children between six and sixteen years: teacher’s report.

INTRODUCTION: Our main objective is to study the prevalence of Oppositional Defiant Disorder (ODD) in school children aged 6-16 years of an autonomous region of Spain (Castile and Leon), according to reports from the teachers and to analyze the impact of the disorder on academic performance and school behavior. METHODS: Population study with stratified multistage, proportional and cluster design sample. Sample analyzed: 1,049. Cases were defined according to DSM-IV-TR criteria. RESULTS: An overall prevalence rate of 4.2% was found, this being significantly higher in males (5.7%) compared to females (2.6%) and in rural (6.8%) than in urban areas (3%). No significant differences by grade or type of school were found. ODD prevalence without considering functional impairment would increase to 5.1%. ODD cases have significantly worse academic outcomes (overall academic performance, reading, math and writing) and entail worse classroom behavior (relationship with peers, respect for rules, organizational skills, academic tasks and disruption of the class). CONCLUSIONS: Based on the prevalence, early onset, persistence of symptoms and social and academic dysfunction of ODD, early diagnosis and preventive intervention are necessary.

Prevalencia del Trastorno Negativista Desafiante en una muestra de niños españoles entre seis y dieciséis años: informe del profesor / Prevalence of Oppositional Defiant Disorder in a sample of Spanish children between six and sixteen years: teacher’s report

Introducción. Nuestro objetivo principal es estudiar la prevalencia del Trastorno Negativista Desafiante (TND) en escolares de 6 a 16 años de una Comunidad Autónoma de España (Castilla y León) según informes del profesorado y analizar la repercusión del trastorno en resultados académicos y conducta escolar. Metodología. Estudio poblacional con diseño muestral polietápico estratificado, proporcional y por conglomerados. Muestra analizada: 1.049. Casos definidos según criterios DSM-IV-TR. Resultados. La prevalencia de TND es 4,2%. La prevalencia es significativamente superior en sexo masculino (5,7%), respecto al femenino (2,6%) y en zona rural (6,8%) respecto a urbana (3%). No existen diferencias significativas en función del curso o colegio público/privado. La prevalencia de TND sin considerar deterioro funcional aumentaría al 5,1%. Los casos de TND según informes de profesores presentan significativamente peores resultados académicos (resultados globales, lectura, matemáticas y expresión escrita) y peor conducta en clase (relación con compañeros, respeto a normas, destrezas organizativas, realización de tareas académicas e interrupciones de clase). Conclusiones. En función de la prevalencia, inicio precoz, persistencia de síntomas y disfunción social y escolar del TND, es necesario un diagnóstico temprano e intervención preventiva

Introduction. Our main objective is to study the prevalence of Oppositional Defiant Disorder (ODD) in school children aged 6-16 years of an autonomous region of Spain (Castile and Leon), according to reports from the teachers and to analyze the impact of the disorder on academic performance and school behavior. Methods. Population study with stratified multistage, proportional and cluster design sample. Sample analyzed: 1,049. Cases were defined according to DSM-IV-TR criteria. Results. An overall prevalence rate of 4.2% was found, this being significantly higher in males (5.7%) compared to females (2.6%) and in rural (6.8%) than in urban areas (3%). No significant differences by grade or type of school were found. ODD prevalence without considering functional impairment would increase to 5.1%. ODD cases have significantly worse academic outcomes (overall academic performance, reading, math and writing) and entail worse classroom behavior (relationship with peers, respect for rules, organizational skills, academic tasks and disruption of the class). Conclusions. Based on the prevalence, early onset, persistence of symptoms and social and academic dysfunction of ODD, early diagnosis and preventive intervention are necessary