By Stephen P. Hinshaw
It is a concise, cutting-edge synthesis of the huge volume of knowledge regarding cognizance deficits and hyperactivity in childrens. the writer explores key matters resembling: no matter if there's in truth a sound syndrome; which elements are expecting next adolescent and grownup functioning; and the main compatible overview instruments.
The quantity incorporates a wide variety of views, together with medical, developmental, psychodiagnostic, psychobiological, environmental//familial and social cognitive.
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Extra resources for Attention Deficits and Hyperactivity in Children
Can a child's performance on a computer task purporting to evaluate sustained attention predict teacher ratings or behavior observations of attention in the classroom? Finally, the complex concept of construct validity refers to the tool's ability to accurately measure a pertinent scientific concept, typically requiring both convergent validity (positive criterion-related validity with other measures of the same construct) and divergent or discriminant validity (the measure's failure to correlate with competing constructs).
Finally, additional interviews focus on domains other than psychopathology per se. For example, semistructured interviews regarding parental impressions of the child's developmental history are of critical importance for ascertaining key information about motoric, cognitive, self-care, and language performance earlier in the child's history (see Barkley, 1990). 1 Structured Diagnostic Interviews for Assessing Child Psychopathology Instrument Diagnostic Interview Schedule for Children (DISC-2) Schedule for Affective Disorders and Schizophrenia for School-aged Children (K-SADS) Diagnostic Interview for Children and Adolescents (D1CA) Child and Adolescent Psychiatric Assessment (CAPA) Child Assessment Schedule (CAS) Reference Fisher et al.
30. 22). 3 Rather than attributing such small associations to the unreliability of different informants or assessment tools, Achenbach et al. (1987) contended that parents and teachers (for example) view and appraise children in substantially different contexts. Each source, in fact, may be reasonably reliable (in terms of, for example, test-retest reliability) and may provide valid information; the lack of correlation with other informants may relate to the substantial variability of children's actual behavior in divergent situations.