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Clinical evaluation of attention development
Published in Ajay Sharma, Helen Cockerill, From Birth to Five Years, 2021
Questionnaires are tools for gathering information from parents and teachers about children's behaviour and, on their own, are not diagnostic instruments. Their use and interpretation require guidance and experience. The following are some of the questionnaires used in primary and specialist care settings: The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire to use in the initial assessment of 3 years and older children. Various versions are available for parents and teachers. https://www.sdqinfo.org/d0.html.The Swanson, Nolan and Pelham Teacher and Parent Rating Scale (SNAP), developed by James Swanson, Edith Nolan and William Pelham, is a 90-question self-reported questionnaire inventory designed to measure attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in children and young adults.The Conners' parent and teacher rating scales are suitable as part of a diagnostic assessment for attention deficit and hyperactivity disorder.
Fruit and vegetable intake is inversely associated with severity of inattention in a pediatric population with ADHD symptoms: the MADDY Study
Published in Nutritional Neuroscience, 2023
Lisa M. Robinette, Irene E. Hatsu, Jeanette M. Johnstone, Gabriella Tost, Alisha M. Bruton, Brenda M. Y. Leung, James B. Odei, Tonya Orchard, Barbara L. Gracious, L. Eugene Arnold
The Strengths and Difficulties Questionnaire (SDQ) is a validated 25-item behavioral screening questionnaire designed to measure positive and negative behaviors, with five scales consisting of five items each: emotional symptoms, conduct problems, hyperactivity, peer relationships, and prosocial behaviors [25]. The emotional problems and conduct problems scales were used as measures of emotional dysregulation. Each scale has a maximum score of 10, with higher scores denoting more severe problems. Cut-points are provided to differentiate between scores that are ‘close to average,’ defined such that 80% of the population would score in that range, and elevated scores. The ‘close to average’ ranges are 0–3 for emotional problems and 0–2 for conduct problems; anything above those ranges were considered elevated [26].
The assessment of executive functioning in pediatric patients with posterior fossa tumors: A recommendation to combine caregiver-based ratings and performance-based tests
Published in Developmental Neurorehabilitation, 2022
Hoffmann-Lamplmair Doris, Ritter Irene, Leiss Ulrike, Slavc Irene, Pletschko Thomas
Behavioral Rating Inventory of Executive Functioning (BRIEF20): This questionnaire measures EFs in terms of behavioral aspects with a focus on daily functioning. In the current study, the parent-reported version was used. We focused on three domains: Behavioral Regulation Index, Working Memory and Shift.Strengths-and-Difficulties-Questionnaire (SDQ26): The SDQ is a measure to assess clinically relevant abnormalities in behavior. The parent-reported questionnaire was used. The Total Difficulties score implies whether and to what extent problems in concentration and with peers influence the daily behavior. In our analyses we additionally considered the dimensions Conduct Problems and Hyperactivity, since Drechsler and Steinhausen (2013) stated in the BRIEF manual that they are correlated significantly with the Behavioral Regulation Index and Working Memory.20
Convergent and divergent validity of the Connor-Davidson Resilience Scale in children with concussion and orthopaedic injury
Published in Brain Injury, 2018
Christianne Laliberté Durish, Keith Owen Yeates, Brian L. Brooks
The Strengths and Difficulties Questionnaire (SDQ (44)) is a 25-item behavioural screening questionnaire that measures emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems. Items are measured on a 3-point Likert scale (Not True, Somewhat True, Certainly True) and total scores range from 0 to 40, with higher scores indicative of greater behaviour problems. The SDQ has shown satisfactory psychometric properties (45). Two versions of the form, a self-report form and a parent-proxy form, were used in the current study. Total raw scores, labelled ‘overall stress’ (i.e. cumulative score for general behaviour problems), for both parent- and self-report measures were included in the analyses. Scores on the SDQ were expected to correlate negatively with scores on the CD-RISC.