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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="fFk9TfpjmVQCNrmoA4mhSOAOnZYEB0eavp00TJz5VkffA8TbSCKnokpXJqplNIdEGb/6ZCph8w3EWU8wA74Qpg==" /> <meta name="citation_title" content="Clinical Importance of Parent Ratings of Everyday Cognitive Abilities in Children with Learning and Attention Problems" /> <meta name="citation_publication_date" content="2003" /> <meta name="citation_journal_title" content="Journal of Learning Disabilities" /> <meta name="citation_author" content="Deborah Dewey" /> <meta name="citation_author" content="Susan G. Crawford" /> <meta name="citation_author" content="Bonnie J. Kaplan" /> <meta name="citation_volume" content="36" /> <meta name="citation_issue" content="1" /> <meta name="citation_firstpage" content="87-95" /> <meta name="citation_issn" content="0022-2194" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems" /> <meta name="twitter:title" content="Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems" /> <meta name="twitter:description" content="This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing" /> <meta name="twitter:image" content="http://a.academia-assets.com/images/twitter-card.jpeg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems" /> <meta property="og:title" content="Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing" /> <meta property="article:author" content="https://independent.academia.edu/DeweyDeborah" /> <meta property="article:author" content="https://independent.academia.edu/BKaplan1" /> <meta name="description" content="This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing" /> <title>(PDF) Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems | Deborah Dewey and B Kaplan - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732453339000); window.Aedu.timeDifference = new Date().getTime() - 1732453339000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with...","author":[{"@context":"https://schema.org","@type":"Person","name":"Deborah Dewey"},{"@context":"https://schema.org","@type":"Person","name":"B Kaplan"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"B Kaplan"}],"dateCreated":"2015-11-21","dateModified":"2015-11-23","datePublished":null,"headline":"Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems","inLanguage":"en","keywords":["Psychometrics","Adolescent","Dyslexia","Learning Disabilities","Learning","Humans","Child","Female","Male","Parents","Observer Variation","Cognition disorders"],"locationCreated":null,"publication":"Journal of learning disabilities","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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[{"id":40249553,"identifier":"Attachment_40249553","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":18777499,"created_at":"2015-11-21T16:47:09.965-08:00","from_world_paper_id":144900578,"updated_at":"2021-12-26T04:30:24.085-08:00","_data":{"abstract":"This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with...","publication_name":"Journal of learning disabilities"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [38991127,38851624]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":40249553,"attachmentType":"pdf"}"><img alt="First page of “Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/40249553/mini_magick20220707-5483-5nuz1e.png?1657210840" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="38991127" href="https://independent.academia.edu/BKaplan1"><img alt="Profile image of B Kaplan" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />B Kaplan</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="38851624" href="https://independent.academia.edu/DeweyDeborah"><img alt="Profile image of Deborah Dewey" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Deborah Dewey</a></div><p class="ds-work-card--detail ds2-5-body-sm">Journal of learning disabilities</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":40249553,"attachmentType":"pdf","workUrl":"https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":40249553,"attachmentType":"pdf","workUrl":"https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download 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href="https://www.academia.edu/4115138/A_comparison_of_the_cognitive_deficits_in_reading_disability_and_attention_deficit_hyperactivity_disorder">A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4966731" href="https://uol.academia.edu/RichardOlson">Richard Olson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Abnormal Psychology, 2001</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder","attachmentId":50024837,"attachmentType":"pdf","work_url":"https://www.academia.edu/4115138/A_comparison_of_the_cognitive_deficits_in_reading_disability_and_attention_deficit_hyperactivity_disorder","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4115138/A_comparison_of_the_cognitive_deficits_in_reading_disability_and_attention_deficit_hyperactivity_disorder"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="15377073" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15377073/Cognitive_Functioning_in_Children_With_and_Without_Attention_Deficit_Hyperactivity_Disorder_With_and_Without_Comorbid_Learning_Disabilities">Cognitive Functioning in Children With and Without Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34528210" href="https://independent.academia.edu/EveKikas">Eve Kikas</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Learning Disabilities, 2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Cognitive Functioning in Children With and Without Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities","attachmentId":43277292,"attachmentType":"pdf","work_url":"https://www.academia.edu/15377073/Cognitive_Functioning_in_Children_With_and_Without_Attention_Deficit_Hyperactivity_Disorder_With_and_Without_Comorbid_Learning_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15377073/Cognitive_Functioning_in_Children_With_and_Without_Attention_Deficit_Hyperactivity_Disorder_With_and_Without_Comorbid_Learning_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="23050164" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23050164/Comparing_Two_Editions_of_Wechsler_Intelligence_Scales_and_Assessing_Reading_Skills_in_Children_with_Attention_Deficit_and_Hyperactivity_Disorder">Comparing Two Editions of Wechsler Intelligence Scales and Assessing Reading Skills in Children with Attention Deficit and Hyperactivity Disorder</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5010866" href="https://aybu.academia.edu/SelmaHesap%C3%A7%C4%B1o%C4%9Flu">Selma Hesapçıoğlu</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9160111" href="https://medipol.academia.edu/Cihat%C3%87elik">Cihat Çelik</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Turkish Journal of Psychiatry, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">SUMMARY Objective: This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. Methods: A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). Results: There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Conclusion: Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD – there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Comparing Two Editions of Wechsler Intelligence Scales and Assessing Reading Skills in Children with Attention Deficit and Hyperactivity Disorder","attachmentId":68742227,"attachmentType":"pdf","work_url":"https://www.academia.edu/23050164/Comparing_Two_Editions_of_Wechsler_Intelligence_Scales_and_Assessing_Reading_Skills_in_Children_with_Attention_Deficit_and_Hyperactivity_Disorder","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23050164/Comparing_Two_Editions_of_Wechsler_Intelligence_Scales_and_Assessing_Reading_Skills_in_Children_with_Attention_Deficit_and_Hyperactivity_Disorder"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="3892970" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3892970/Aetiology_for_the_covariation_between_combined_type_ADHD_and_reading_difficulties_in_a_family_study_the_role_of_IQ">Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4767294" href="https://tmc.academia.edu/LekkiFrazierWood">Lekki Frazier-Wood</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of child psychology and psychiatry, and allied disciplines, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Background: Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs.Methods: Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III).Results: Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ.Conclusions: Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ","attachmentId":50105272,"attachmentType":"pdf","work_url":"https://www.academia.edu/3892970/Aetiology_for_the_covariation_between_combined_type_ADHD_and_reading_difficulties_in_a_family_study_the_role_of_IQ","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3892970/Aetiology_for_the_covariation_between_combined_type_ADHD_and_reading_difficulties_in_a_family_study_the_role_of_IQ"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="56228211" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/56228211/Ratings_of_ADHD_symptoms_and_academic_impairment_by_mothers_fathers_teachers_and_aides_Construct_validity_within_and_across_settings_as_well_as_occasions">Ratings of ADHD symptoms and academic impairment by mothers, fathers, teachers, and aides: Construct validity within and across settings as well as occasions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33020397" href="https://independent.academia.edu/JCarrillo2">JESÚS M. CARRILLO</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Psychological assessment, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">A Multiple Indicator × Multiple Trait × Multiple Source × Multiple Occasion design was used to evaluate invariance, convergent and discriminant validity of ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and academic impairment scores from the Child and Adolescent Disruptive Behavior Inventory (CADBI) using confirmatory factor analysis. Mothers, fathers, teachers, and aides completed the CADBI on 811 Spanish 1st-grade children (54% boys) twice (6-week separation). For mothers and fathers, like loadings, thresholds/intercepts, factor means, factor variances, and factor covariances/correlations were invariant across sources and occasions. All 3 factors also showed convergent (convergent correlations from .69 to .83) and significant discriminant validity. For teachers and aides, there was also invariance of parameters along with convergent and discriminant validity over sources and occasions (convergent correlations from .67 to .87). With construct validity established for ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ratings of ADHD symptoms and academic impairment by mothers, fathers, teachers, and aides: Construct validity within and across settings as well as occasions","attachmentId":71717382,"attachmentType":"pdf","work_url":"https://www.academia.edu/56228211/Ratings_of_ADHD_symptoms_and_academic_impairment_by_mothers_fathers_teachers_and_aides_Construct_validity_within_and_across_settings_as_well_as_occasions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/56228211/Ratings_of_ADHD_symptoms_and_academic_impairment_by_mothers_fathers_teachers_and_aides_Construct_validity_within_and_across_settings_as_well_as_occasions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="17531043" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17531043/Longitudinal_Study_of_Reading_Disability_and_Attention_Deficit_Hyperactivity_Disorder_Implications_for_Education">Longitudinal Study of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Implications for Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37301800" href="https://independent.academia.edu/WadsworthSally">Sally Wadsworth</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Mind, Brain, and Education, 2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Longitudinal Study of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Implications for Education","attachmentId":39561856,"attachmentType":"pdf","work_url":"https://www.academia.edu/17531043/Longitudinal_Study_of_Reading_Disability_and_Attention_Deficit_Hyperactivity_Disorder_Implications_for_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17531043/Longitudinal_Study_of_Reading_Disability_and_Attention_Deficit_Hyperactivity_Disorder_Implications_for_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="14499749" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14499749/Intellectual_Profiles_in_Children_With_ADHD_and_Comorbid_Learning_and_Motor_Disorders">Intellectual Profiles in Children With ADHD and Comorbid Learning and Motor Disorders</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33447485" href="https://lmu.academia.edu/NicholasThaler">Nicholas Thaler</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of attention disorders, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Neurodevelopmental disorders, including Reading Disorder, Disorder of Written Expression, and Developmental Coordination Disorder, often co-occur with ADHD. Although research has identified increased functional impairment in the presence of these comorbid diagnoses, few direct comparisons of intellectual profiles have been conducted. Thus, the present study examined Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) profiles of children with ADHD alone and with comorbid neurodevelopmental disorders. Participants included 296 children with ADHD, ADHD with Developmental Coordination Disorder, and ADHD with Reading Disorder and/or Disorder of Written Expression. Comparisons of these groups suggests children with ADHD and language-based Learning Disorders have poorer working memory than children with only ADHD. Furthermore, children with ADHD and Developmental Coordination Disorder perform relatively better on verbal compared with perceptual reasoning indexes. These intel...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Intellectual Profiles in Children With ADHD and Comorbid Learning and Motor Disorders","attachmentId":44110486,"attachmentType":"pdf","work_url":"https://www.academia.edu/14499749/Intellectual_Profiles_in_Children_With_ADHD_and_Comorbid_Learning_and_Motor_Disorders","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14499749/Intellectual_Profiles_in_Children_With_ADHD_and_Comorbid_Learning_and_Motor_Disorders"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="23744905" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23744905/Discriminant_validity_of_the_Behavior_Rating_Inventory_of_Executive_Function_Parent_Form_for_children_with_attention_deficit_hyperactivity_disorder">Discriminant validity of the Behavior Rating Inventory of Executive Function Parent Form for children with attention-deficit/hyperactivity disorder</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="45946850" href="https://independent.academia.edu/ReddyLinda">Linda Reddy</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57555145" href="https://independent.academia.edu/LaraBrodzinsky">Lara Brodzinsky</a></div><p class="ds-related-work--metadata ds2-5-body-xs">School Psychology Quarterly, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Discriminant validity of the Behavior Rating Inventory of Executive Function Parent Form for children with attention-deficit/hyperactivity disorder","attachmentId":44181654,"attachmentType":"pdf","work_url":"https://www.academia.edu/23744905/Discriminant_validity_of_the_Behavior_Rating_Inventory_of_Executive_Function_Parent_Form_for_children_with_attention_deficit_hyperactivity_disorder","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23744905/Discriminant_validity_of_the_Behavior_Rating_Inventory_of_Executive_Function_Parent_Form_for_children_with_attention_deficit_hyperactivity_disorder"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="23425883" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23425883/Agreement_of_parent_and_teacher_rating_scales_with_comprehensive_clinical_assessments_of_attention_deficit_disorder_with_hyperactivity">Agreement of parent and teacher rating scales with comprehensive clinical assessments of attention deficit disorder with hyperactivity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="45389113" href="https://independent.academia.edu/GeorgeHynd">George Hynd</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41043709" href="https://independent.academia.edu/keithmcburnett">Keith McBurnett</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Psychopathology and Behavioral Assessment, 1987</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Agreement of parent and teacher rating scales with comprehensive clinical assessments of attention deficit disorder with hyperactivity","attachmentId":43868337,"attachmentType":"pdf","work_url":"https://www.academia.edu/23425883/Agreement_of_parent_and_teacher_rating_scales_with_comprehensive_clinical_assessments_of_attention_deficit_disorder_with_hyperactivity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23425883/Agreement_of_parent_and_teacher_rating_scales_with_comprehensive_clinical_assessments_of_attention_deficit_disorder_with_hyperactivity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="29165746" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29165746/Brain_cognitive_functions_in_normal_ADHD_and_RD_Reading_disable_children_A_comparative_study_">Brain cognitive functions in normal, ADHD and RD (Reading disable) children (A comparative study)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="386044" href="https://shirazu.academia.edu/mohammadaligoodarzi">mohammad ali goodarzi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Brain cognitive functions in normal, ADHD and RD (Reading disable) children (A comparative study)","attachmentId":49611333,"attachmentType":"pdf","work_url":"https://www.academia.edu/29165746/Brain_cognitive_functions_in_normal_ADHD_and_RD_Reading_disable_children_A_comparative_study_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span 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You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="97337440" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97337440/Shared_Cognitive_Impairments_and_Aetiology_in_ADHD_Symptoms_and_Reading_Difficulties">Shared Cognitive Impairments and Aetiology in ADHD Symptoms and Reading Difficulties</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="242571985" href="https://independent.academia.edu/fruhlingrijsdijk">fruhling rijsdijk</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PLoS ONE, 2014</p><div 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href="https://metode.academia.edu/VicenteF%C3%A9lixMateo">Vicente Félix Mateo</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?","attachmentId":96190340,"attachmentType":"pdf","work_url":"https://www.academia.edu/93456891/Executive_Function_Domains_among_Children_with_ADHD_Do_they_Differ_between_Parents_and_Teachers_Ratings","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/93456891/Executive_Function_Domains_among_Children_with_ADHD_Do_they_Differ_between_Parents_and_Teachers_Ratings"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="4115141" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4115141/Neuropsychological_Analyses_of_Comorbidity_Between_Reading_Disability_and_Attention_Deficit_Hyperactivity_Disorder_In_Search_of_the_Common_Deficit">Neuropsychological Analyses of Comorbidity Between Reading Disability and Attention Deficit Hyperactivity Disorder: In Search of the Common Deficit</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm 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