![]() This article examines evidence-based assessment practices for attention deficit hyperactivity disorder (ADHD). These findings provide strong evidence for the reliability and validity of the CAFAS. Youth who were inpatients or in residential treatment centers at intake had higher CAFAS scores than those who were outpatients. Discriminant validity was assessed with a repeated measures analysis of variance with intensity of care at intake and time as factors. Youth with higher CAFAS total scores were much more likely to have poor social relationships, difficulties in school, and problems with the law. ![]() Concurrent validity was demonstrated by logistic regression analyses examining the relationship between CAFAS ratings and problematic behaviors endorsed on measures completed by parents, teachers, or the youth. Significant correlations were found between the CAFAS and other related constructs. Youth and their caregivers were evaluated via interview and selfcompleted instruments at four time points. Construct, concurrent, and discriminant validity were assessed with the sample of children and adolescents evaluated at the Fort Bragg Demonstration Evaluation Project. Reliability was high for the total score and behaviorally-oriented scales. Interrater reliability data are presented for lay raters, graduate students, and frontline staff. The Child and Adolescent Functional Assessment Scale (CAFAS) is a multidimensional measure of degree of impairment in functioning. Deberían instaurarse programas de detección e intervención en centros de acogida por las repercusiones que puede llegar a tener el TDAH. ![]() Es necesario seguir investigando acerca de las comorbilidades relacionadas con el TDAH en niños en régimen de acogimiento residencial. La prevalencia de TDAH en el centro de acogida “Cristo Rey” fue notablemente elevada en comparación con la prevalencia en niños de la población general. La prevalencia de TDAH fue del 17.9% en nuestro grupo, siendo el subtipo inatento el más frecuente. ![]() Las funciones ejecutivas se evaluaron mediante el Behavior Rating Inventory of Executive Function (BRIEF) en aquellos participantes que cumplieron los criterios de Vanderbilt, y también se aplicaron los criterios del DSM-5 en la entrevista clínica para reforzar el diagnóstico de TDAH. La evaluación psicométrica se basó en la Escala de Vanderbilt de TDAH. En este estudio transversal se incluyeron los 106 niños de edades comprendidas entre los 5 y los 17 años del Centro Hogar “Cristo Rey”. El propósito de este estudio fue determinar la prevalencia de TDAH en los niños de un centro de acogida en Albuñol (Granada) en 2016. Los niños que se encuentran en régimen de acogimiento residencial constituyen un colectivo de riesgo en el que los problemas médicos pueden alcanzar altas tasas, especialmente aquellos relacionados con la esfera psicológica, donde el trastorno por déficit de atención e hiperactividad (TDAH) es una de las alteraciones del neurodesarrollo más frecuentes. Treatment and evaluation of the effects of therapy in children with attention deficit hyperactivity disorder. The statistical analysis (based on Statistica, StatSoft 10) revealed highĬorrelations between categorial DSM-IV symptoms and VADPRS/VADTRS. Each child with attention deficit hyperactivity disorder was assessed by its parent and Diagnoses of attention deficit hyperactivity disorder were conducted The study group comprised 132 children (87.1% of boys, 12.9% of girls) with attention deficit hyperactivity disorder, agedīetween 6 and 12 years (mean age: 9.29 years SD 1.96) who had been referred for specialized psychiatric diagnosisĪnd therapy to the Day Care Psychiatric Unit. Obtained in the assessment scales: VADPRS and VADTRS, and a comparative analysis of assessments made by parentsĪnd teachers regarding the symptoms and performance of children diagnosed with attention deficit hyperactivity disorder. The aim of the research was toĭetermine whether there is a correlation between categorial symptoms of attention deficit hyperactivity disorder and results Informant (VADTRS), each divided into two sections: symptoms and performance. NICHQ Vanderbilt Assessment Scale – Parent Informant (VADPRS) and NICHQ Vanderbilt Assessment Scale – Teacher Healthcare Quality, American Academy of Pediatrics, recommended a toolkit with standardized assessment scales: Interfere with, orreduce the quality of, social, academic, or occupational functioning. There is clear evidence that the symptoms The presence of several inattentive or hyperactive, impulsive symptoms in two or more situations (at home, school, in otherĪctivities) is required for the diagnosis of attention deficit hyperactivity disorder.
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