Incremental Validity of Multi-Method and Multi-Informant Evaluations in the Clinical Diagnosis of Preschool ADHD

I. Chun Chen, Pai Wei Lee, Liang Jen Wang, Chih Hao Chang, Cheng Hsiu Lin, Li-Wei Ko*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Objectives: This study investigated the discriminative validity of various single or combined measurements of electroencephalogram (EEG) data, Conners’ Kiddie Continuous Performance Test (K-CPT), and Disruptive Behavior Disorder Rating Scale (DBDRS) to differentiate preschool children with ADHD from those with typical development (TD). Method: We recruited 70 preschoolers, of whom 38 were diagnosed with ADHD and 32 exhibited TD; all participants underwent the K-CPT and wireless EEG recording in different conditions (rest, slow-rate, and fast-rate task). Results: Slow-rate task-related central parietal delta (1–4 Hz) and central alpha (8–13 Hz) and beta (13–30 Hz) powers between groups with ADHD and TD were significantly distinct (p <.05). A combination of DBDRS, K-CPT, and specific EEG data provided the best probability scores (area under curve = 0.926, p <.001) and discriminative validity to identify preschool children with ADHD (overall correct classification rate = 85.71%). Conclusions: Multi-method and multi-informant evaluations should be emphasized in clinical diagnosis of preschool ADHD.

Original languageEnglish
Pages (from-to)1-11
Number of pages11
JournalJournal of Attention Disorders
DOIs
StateE-pub ahead of print - 23 Dec 2021

Keywords

  • ADHD
  • Conners’ Kiddie continuous performance test (K-CPT)
  • Disruptive Behavior Disorder Rating Scale (DBDRS)
  • electroencephalography (EEG)
  • preschool children

Fingerprint

Dive into the research topics of 'Incremental Validity of Multi-Method and Multi-Informant Evaluations in the Clinical Diagnosis of Preschool ADHD'. Together they form a unique fingerprint.

Cite this