Giulia Balboni1, Oriana Incognito2, Carmen Belacchi3, Sabrina Bonichini4, Roberto Cubelli5. 1. University of Perugia, Piazza G. Ermini, 1, 06123 Perugia, Italy. Electronic address: giulia.balboni@unipg.it. 2. University of Pisa, Via Roma, 67, 56126 Pisa, Italy. Electronic address: oriana.incognito@gmail.com. 3. University of Urbino Carlo Bo, Via Saffi, 15, 60129 Urbino, Italy. Electronic address: carmen.belacchi@uniurb.it. 4. University of Padua, Via Venezia, 8, 35131 Padova, Italy. Electronic address: s.bonichini@unipd.it. 5. University of Trento, Corso Bettini, 31, 38068 Rovereto, Italy. Electronic address: roberto.cubelli@unitn.it.
Abstract
BACKGROUND: The evaluation of adaptive behavior is informative in children with attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders (SLD). However, the few investigations available have focused only on the gross level of domains of adaptive behavior. AIMS: To investigate which item subsets of the Vineland-II can discriminate children with ADHD or SLD from peers with typical development. METHODS AND PROCEDURES: Student's t-tests, ROC analysis, logistic regression, and linear discriminant function analysis were used to compare 24 children with ADHD, 61 elementary students with SLD, and controls matched on age, sex, school level attended, and both parents' education level. RESULTS: Several item subsets that address not only ADHD core symptoms, but also understanding in social context and development of interpersonal relationships, allowed discrimination of children with ADHD from controls. The combination of four item subsets (Listening and attending, Expressing complex ideas, Social communication, and Following instructions) classified children with ADHD with both sensitivity and specificity of 87.5%. Only Reading skills, Writing skills, and Time and dates discriminated children with SLD from controls. CONCLUSIONS: Evaluation of Vineland-II scores at the level of item content categories is a useful procedure for an efficient clinical description.
BACKGROUND: The evaluation of adaptive behavior is informative in children with attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders (SLD). However, the few investigations available have focused only on the gross level of domains of adaptive behavior. AIMS: To investigate which item subsets of the Vineland-II can discriminate children with ADHD or SLD from peers with typical development. METHODS AND PROCEDURES: Student's t-tests, ROC analysis, logistic regression, and linear discriminant function analysis were used to compare 24 children with ADHD, 61 elementary students with SLD, and controls matched on age, sex, school level attended, and both parents' education level. RESULTS: Several item subsets that address not only ADHD core symptoms, but also understanding in social context and development of interpersonal relationships, allowed discrimination of children with ADHD from controls. The combination of four item subsets (Listening and attending, Expressing complex ideas, Social communication, and Following instructions) classified children with ADHD with both sensitivity and specificity of 87.5%. Only Reading skills, Writing skills, and Time and dates discriminated children with SLD from controls. CONCLUSIONS: Evaluation of Vineland-II scores at the level of item content categories is a useful procedure for an efficient clinical description.
Authors: Anusha Yeshokumar; Eliza Gordon-Lipkin; Ana Arenivas; Mark Rosenfeld; Kristina Patterson; Raia Blum; Brenda Banwell; Arun Venkatesan; Eric Lancaster; Jessica Panzer; John Probasco Journal: Neurol Neuroimmunol Neuroinflamm Date: 2022-07-06
Authors: Anne Hoffmann; Angela John Thurman; Audra Sterling; Sara T Kover; Lizabeth Finestack; Elizabeth Berry-Kravis; Jamie O Edgin; Andrea Drayton; Eric Fombonne; Leonard Abbeduto Journal: Brain Sci Date: 2022-04-29