A comparison of the behavior of deviant and non-deviant boys while playing alone and interacting with a sibling.
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Aggression↗
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Psychiatric disorder in the parents of hyperactive boys and those with conduct disorder.
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Adolescent↗
Hyperkinetic and conduct problem children in a primary school population: some epidemiological considerations.
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Attention Deficit Disorder with Hyperactivity↗
The 'hyperactive syndrome' in kindergarten children: comparison of children with pervasive and situational symptoms.
Three groups of kindergarten-aged children referred for hyperactivity who varied with regard to symptom pervasiveness were compared to each other and to normal controls on a variety of biological, psychological and behavioural variables. The findings yielded only partial support for those of other studies addressing this issue. Biological and psychological test data did not differentiate the various groups of children. The clearest differentiation between groups emerged when children were observed directly. The findings are discussed with respect to the usefulness of the distinction of pervasive and situational symptomatology and the problems of diagnosis with children in this age group.
Aggression↗
Evidence for an independent syndrome of hyperactivity.
It has recently been suggested that hyperactivity and an aggressive conduct disorder cannot exist independently in children. The results of a factor analysis of the Conners Teacher Rating Scales of over 9000 children provided preliminary evidence to the contrary; a hyperactivity factor emerged as explaining the greatest proportion of the variance. Because of the large size of our data-set, it was deemed necessary to investigate the heuristic value of this finding. Using norms calculated on composite factor scores, a contingency analysis was performed to determine the proportions of children who were above a two-standard deviation criterion of deviance on all factors and combinations of factors. The use of different degrees of statistical control produced prevalence estimates comparable to those reported in the literature. These findings raise the possibility that studies reporting different prevalences of hyperactivity may, in fact, be exercising different degrees of conservatism in classification. Also, when the extent of overlap along each of our factor dimensions was examined, a group of children who appeared to be hyperactive but not conduct-disordered emerged. These findings provide evidence for an independent syndrome of hyperactivity in a sample of Canadian children.
Attention Deficit Disorder with Hyperactivity↗
The relationship between specific reading retardation, general reading backwardness and behavioural problems in a large sample of Dunedin boys: a longitudinal study from five to eleven years.
Parent and teacher reports of behaviour problems were obtained at ages 5, 7, 9 and 11 years for three groups of boys: specific reading retarded (N = 18), general reading backward (N = 22), and those with no severe reading disability (N = 436). At school entry, both groups of reading disabled boys were reported as having more behaviour problems, and the level of problems increased during their early school years. The results suggest that behaviour problems pre-date reading disability, while reading failure further exacerbates the existing problem behaviour.
Aggression↗
Parent-referred problem three-year-olds: follow-up at school entry.
Parent-referred three-year-olds with early signs of hyperactivity and other externalizing problems were followed up at age six and compared with controls. Half the children in the problem group continued to have adjustment difficulties at home, at school, and with peers; one-third met DSM-III criteria for Attention Deficit Disorder (ADD). Maternal reports, teacher questionnaires, and observational measures discriminated between groups, but differences were accounted for only by youngsters showing persistent problems. Although laboratory measures obtained at age three did not differentiate improved children from those who continued to have problems, maternal ratings of initial symptom severity did.
Aggression↗
Effect of intrauterine growth retardation (IUGR) on the psychological performance of preterm children at preschool age.
The present paper forms part of a larger prospective study and reports on the psychological performance of preterm children (n = 68) and fullterm control children (n = 36) at preschool age. Intelligence quotients (IQs) of intrauterine growth retarded (IUGR) preterm children were lower than those of appropriate-for-gestational-age (AGA) preterm children or fullterm controls at preschool age. Specific deficiencies (visuomotor, language) were found in 30% of the IUGR group and in 9% of the AGA group. When measuring general intellectual capacity, specific areas of intellectual function should be included by means of appropriate psychological tests, because a child may have a normal IQ but still show specific deficiencies.
Attention↗
Attention deficit disorder with hyperactivity among paediatric outpatients.
Out of 1,000 children (aged 3-12 years) screened in a paediatric outpatient department over a 3 1/2-year period, 112 were found to have attention deficit disorder with hyperactivity (ADDH). The prevalence of ADDH increased with age, from 5.2% in those aged 3-4 years, up to 29.2% in those aged 11-12 years. There were four times as many boys as girls with ADDH. ADDH was most common in first born children and those from a lower social class. Children with ADDH had a higher rate of complications during pregnancy and delivery relative to a comparison group. Delayed development, temper-tantrums, enuresis, tics, broken homes, persistent parental discord and psychiatric illness in parents were all more common in children with ADDH than in the comparison group.
Ambulatory Care↗
Mother-child agreement on the child assessment schedule with nonreferred children: a research note.
This study replicated with nonreferred children the finding with psychiatrically referred children that mother-child concordance was a function of symptom type. Low mother-child concordance for internalizing problems and moderate concordance for externalizing problems characteristic of psychiatric samples was found to generalize to nonreferred children. Furthermore, mother-child concordance was also found to be a function of child gender and age. The implications of these findings for screening or assessment of nonreferred children were examined.
Adult↗
Behaviour problems and pre-school intellectual attainment: the associations of hyperactivity and conduct problems.
The relationship between behaviour problems and intelligence was examined in a sample of 106 three-year-old boys and girls selected for the presence of either conduct problems or hyperactivity. Parents' reports of hyperactivity, but not conduct problems, were negatively related to IQ scores for both boys and girls. There was a significant sex difference in the association between conduct problems and IQ. For girls IQ was positively correlated with conduct problems. The implications of the results for existing models of the relationship between behavioural deviance and cognitive functioning in childhood is discussed.
Aggression↗
The impact of child IQ, parent IQ and sibling IQ on child behavioural deviance scores.
In an epidemiological sample of 411 13-year-old twins of normal intelligence, both parents and teachers reported more behavioural problems among children with lower IQs. This was not attributable to the effects of parental IQ or social class and was not entirely mediated by lower scholastic attainments. Different causal models are discussed: "rater bias" and "IQ is a consequence" explanations seem less plausible than "IQ is a cause" and "IQ is a marker" explanations. Higher parental IQ was associated with more emotional symptoms in the child, both by parental and school report. There was no evidence that being brighter or less bright than a (twin) sibling influenced behavioural deviance, casting doubt on the importance of contrast effects.
Adolescent↗
A twin-singleton comparison of problem behaviour in 2-3-year-olds.
Twin-singleton differences in problem behaviours in 2-3-year-olds were studied. Maternal ratings of children's problem behaviours were obtained with the CBCL/2-3. The twin sample consisted of 1363 twin pairs (456 MZ, 907 DZ), the sample of singletons consisted of 420 children from the general population. Results indicated that the general level of problem behaviours in twins was broadly comparable to that in singletons. Four of the seven syndromes showed lower scores for twins. These differences, however, were small and mainly caused by lower scores for DZ twins in comparison to MZ twins and singletons. Part of the difference could be attributed to the higher maternal age in the twin groups. Higher means for boys were found for the total problem score, and the Aggressive and Overactive syndromes.
Adult↗
Teacher ratings of children's behaviors and teachers' management styles: a research note.
The purpose of this study was to explore how changes in teacher ratings of children's behavior problems from kindergarten to first grade might vary with teachers' styles of managing behavior problems. Familial and socioeconomical variables were controlled because of their potential modulating effects. Subjects were from a community sample of 1,573 boys and girls rated by teachers, mothers and peers (for one part of the sample) on aggressiveness-hyperactivity, anxiety-withdrawal and social skills deficits. Teacher ratings of aggressive-hyperactive behaviors significantly changed from kindergarten to grade one when the teachers had different management styles. Mother and peer ratings, however, did not change. The importance of considering teachers' management styles when assessing behavior problems in school is stressed.
Aggression↗
Reading disabilities with and without behaviour problems at 7-8 years: prediction from longitudinal data from infancy to 6 years.
Seven-year-old children with reading disabilities (RD-only), behaviour problems (BP-only), both conditions (RD-BP) and neither condition (Comparison) were compared on indices including temperament and behaviour, gathered in five periods between infancy and 6 years of age. The RD-BP group differed clearly from the RD-only group from infancy onwards. This comorbid group was similar to the BP-only group, while the RD-only group was similar to the Comparison group, until school age. The gender composition of the two RD groups differed, and the RD-BP boys showed the most problematic characteristics. The findings indicate different developmental pathways for "pure' RD children and those with comorbid BPs.
Attention Deficit Disorder with Hyperactivity↗
Seven-year follow-up of speech/language impaired and control children: psychiatric outcome.
This study examined the 7-year psychiatric outcome of 202 speech/language (S/L) impaired and control children selected from a community sample at age 5 years. Children with S/L at age 5 years were more likely to be psychiatric cases at age 12.5 years than were normal controls, even if their S/L improved. Controlling for concurrent psychiatric disorder, S/L impairment at age 5 years was still associated with an increased rate of psychiatric disorder at 12.5 years. Psychiatric disorder at age 12.5 years was more likely to co-occur with language disorder than with speech disorder.
Articulation Disorders↗
Child and family factors influencing the clinical referral of children with hyperactivity: a research note.
This study examined child and family factors associated with the clinical referral of pervasively hyperactive children. Fourteen children with pervasive hyperactive behaviour problems referred to a London child guidance service were compared with 13 nonreferred pervasively hyperactive children resident in the same geographic area. Child behaviour, parenting, and family life factors were examined as determinants of referral. Preliminary results suggest that both child and parenting factors play an important role in determining whether a child with hyperactivity will be referred for child guidance. The best predictors of clinical referral were a parent's ability to cope with child behaviour, child emotional disturbance, school relationship problems, and parental disciplinary indulgence. Implications of referral bias for research and service planning are discussed.
Adaptation, Psychological↗
The identification of pervasive hyperactivity: is clinic observation necessary?
Three groups of hyperactive children (clinic observed, reported and situational) and a normal control group were compared on measures of behavioural, developmental and cognitive functioning. The clinic observed and reported groups did not differ significantly on any of the dependent variables. Situationally hyperactive children were less active, and had fewer behavioural and social difficulties than children with pervasive hyperactivity. Normal control subjects were distinguished by their better academic and social performance, and the absence of behaviour problems, language delay and hearing concerns. The data support the distinction between pervasive and situational hyperactivity, but not the separation of pervasive hyperactivity into clinic observable and reported hyperactivity.
Achievement↗