Cristin-resultat-ID: 1896215
Sist endret: 8. mars 2021, 06:53
Resultat
Fagartikkel
2021

Predictive validity of attention-deficit/hyperactivity disorder from ages 3 to 5 Years

Bidragsytere:
  • Kristin Romvig Øvergaard
  • Beate Ørbeck
  • Svein Friis
  • Are Hugo Pripp
  • Heidi Aase og
  • Pål Zeiner

Tidsskrift

European Child and Adolescent Psychiatry
ISSN 1018-8827
e-ISSN 1435-165X
NVI-nivå 2

Om resultatet

Fagartikkel
Publiseringsår: 2021
Publisert online: 2021

Importkilder

Scopus-ID: 2-s2.0-85102254746

Klassifisering

Emneord

Sensitivitet • Barn • ADHD • Longitudinell studie

Beskrivelse Beskrivelse

Tittel

Predictive validity of attention-deficit/hyperactivity disorder from ages 3 to 5 Years

Sammendrag

We investigated to what extent parent-rated attention-deficit/hyperactivity disorder (ADHD) and impairment at age 3 years predicted elevated ADHD symptoms at age 5 years, and whether teacher-rated ADHD symptoms improved these predictions. This study is part of the longitudinal, population-based Norwegian Mother, Father and Child Cohort Study. Parents of 3-year-old children (n = 1195) were interviewed about ADHD and impairment, and teachers rated child ADHD symptoms by the Strengths and Difficulties Questionnaire or the Early Childhood Inventory-4. At 5 years of age, the children (n = 957) were classified as ADHD-positive or -negative using Conners’ Parent Rating Scale. Relying solely on parent-rated ADHD or impairment at age 3 years did moderately well in identifying children with persistent elevation of ADHD symptoms, but gave many false positives (positive predictive values (PPVs): .40–.57). A small group of children (n = 20, 13 boys) scored above cut-off on both parent-rated ADHD and impairment, and teacher-rated ADHD symptoms, although adding teacher-rated ADHD symptoms slightly weakened the predictive power for girls. For this small group, PPVs were .76 for boys and .64 for girls. Limiting follow-up to these few children will miss many children at risk for ADHD. Therefore, we recommend close monitoring also of children with parent-reported ADHD symptoms and/or impairment to avoid delay in providing interventions. Clinicians should also be aware that teachers may miss ADHD symptoms in preschool girls.

Bidragsytere

Kristin Romvig Øvergaard

  • Tilknyttet:
    Forfatter
    ved Forskning barn og ungdom, seksjon for ved Oslo universitetssykehus HF

Beate Ørbeck

  • Tilknyttet:
    Forfatter
    ved Forsknings- og innovasjonsavd, Psykisk helse og rus ved Oslo universitetssykehus HF

Svein Friis

  • Tilknyttet:
    Forfatter
    ved Behandlingsforskning (psykisk helse), seksjon for ved Oslo universitetssykehus HF

Are Hugo Pripp

  • Tilknyttet:
    Forfatter
    ved Biostatistikk, epidemiologi og helseøkonomi (OSS) ved Oslo universitetssykehus HF

Heidi Aase

  • Tilknyttet:
    Forfatter
    ved Avdeling for barns helse og utvikling ved Folkehelseinstituttet
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