Heterogeneidade na avaliação de pais e professores para sintomas de TDAH no SNAP-IV // Heterogeneity in Parents and Teachers’ Assessment for ADHD Symptoms on SNAP-IV
DOI :
https://doi.org/10.36517/revpsiufc.14.2023.e023030Mots-clés :
Transtorno do déficit de atenção e hiperatividade, SNAP-IV, Concordância entre avaliadores, Curva ROCRésumé
Este estudo objetivou comparar as avaliações de pais e professores de crianças com e sem diagnóstico de TDAH e investigar os indicadores de sensibilidade e especificidade do SNAP-IV (Swanson, Nolan, & Pelham Questionnaire, 2001). Participaram crianças entre 4 e 12 anos, 20 com diagnóstico de TDAH e 40 crianças sem diagnóstico (controle). Pais e professores avaliaram os sintomas de TDAH pelo SNAP-IV. Para analisar a concordância da avaliação foram utilizados coeficientes de correlação de Pearson, teste de qui-quadrado e coeficiente kappa de Cohen. A sensibilidade e especificidade foram analisadas por meio de curva ROC. Houve correlação alta entre as subescalas do SNAP-IV respondidas por um mesmo avaliador e correlação moderada entre avaliadores. Divergências na quantidade de sintomas avaliados por pais e professores foram observadas. O SNAP-IV apresentou sensibilidade suficiente para captar os casos verdadeiros positivos sem captar muitos falsos negativos, sendo que esses resultados foram corroborados pela análise das curvas ROC (0,78-0,96). A análise de concordância da avaliação de pais e professores dos sintomas de TDAH indicou diferenças quantitativas e não qualitativas entre os avaliadores. Esses resultados estão em consonância com os estudos que apontam evidências de validade do SNAP-IV para o rastreio de sintomas de TDAH.
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Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M., & Swanson, J. M. (2011). Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: Psychometric properties and normative ratings from a school district sample. Assessment, 124(9), 317–328. https://doi.org/10.1177/1073191107313888
Caye, A., Machado, J. D., & Rohde, L. A. (2013). Evaluating parental disagreement in ADHD diagnosis: Can we rely on a single report from home? Journal of Attention Disorders, 21(7), 561-566. https://doi.org/10.1177/1087054713504134
Costa, D. S., de Paula, J. J., Malloy-Diniz, L. F., Romano-Silva, M. A., & Miranda, D. M. (2019). Parent SNAP-IV rating of Attention-Deficit/Hyperactivity Disorder: Accuracy in a clinical sample of ADHD, validity, and reliability in a Brazilian sample. Jornal de Pediatria, 95(6), 736-743. https://doi.org/10.1016/j.jped.2018.06.014
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Fortes, D., Serra-Pinheiro, M. A., Coutinho, G., Bernardes, C., Regalla, M. A., Sergeant, J., & Mattos, P. (2014). Quantitative measurement of impairment in ADHD: Perspectives for research and clinical practice. Archives of Clinical Psychiatry, 41(5), 124–130. https://doi.org/10.1590/0101-60830000000026
Gau, S. S., Shang, C., Liu, S., Lin, C., Swanson, J. M., Liu, Y., & Tu, C. (2008). Psychometric properties of the Chinese version of the Swanson, Nolan, and Pelham, version IV scale – parent form. Methods in Psychiatric Research, 17(1), 35–44. https://doi.org/10.1002/mpr.237
Hall, C. L., Guo, B., Valentine, A. Z., Groom, M. J., Daley, D., Sayal, K., & Hollis, C. (2020). The validity of the SNAP-IV in children displaying ADHD symptoms. Assessment, 27(6), 1258-1271. https://doi.org/10.1177/1073191119842255
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Inoue, Y., Ito, K., Kita, Y., Inagaki, M., Kaga, M., & Swanson, J. M. (2014). Psychometric properties of Japanese version of the Swanson, Nolan, and Pelham, version-IV Scale-teacher form: A study of school children in community samples. Brain & Development, 36(8), 700–706. https://doi.org/10.1016/j.braindev.2013.09.003
Kieling, R. R., Kieling, C., Aguiar, A. P., Costa, A. C., Dorneles, B. V., & Rohde, L. A. (2014). Searching for the best approach to assess teachers’ perception of inattention and hyperactivity problems at school. European Child & Adolescent Psychiatry, 23(6), 451–499. https://doi.org/10.1007/s00787-013-0466-y
King, K. M., Luk, J. W., Witkiewitz, K., Racz, S., McMahon, R. J., Wu, J., & Conduct Problems Prevention Research Group. (2018). Externalizing behavior across childhood as reported by parents and teachers: A partial measurement invariance model. Assessment, 25(6), 744–758. https://doi.org/10.1177/1073191116660381
Landis, J. R., & Koch G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363-374.
Langberg, J. M., Epstein, J. N., Simon, J. O., Loren, R. E. A., Arnold, L. E., Hechtman, L., …, & Wigal, T. (2010). Parent agreement on ratings of children’s Attention Deficit/Hyperactivity Disorder and broadband externalizing behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 41–50. https://doi.org/10.1177/1063426608330792
Mattos, P., Serra-Pinheiro, M. A., Rohde, L. A., & Pinto, D. (2006). Apresentação de uma versão em português para uso no Brasil do instrumento MTA-SNAP-IV de avaliação de sintomas de Transtorno do Déficit de Atenção/Hiperatividade e sintomas de Transtorno Desafiador e de Oposição. Revista de Psiquiatria do Rio Grande do Sul, 28(3), 290-297. https://doi.org/10.1590/S0101-81082006000300008
McLoughlin, G., Rijsdijk, F., Asherson, P., & Kuntsi, J. (2011). Parents and teachers make different contributions to a shared perspective on hyperactive-impulsive and inattentive symptoms: A multivariate analysis of parent and teacher ratings on the symptom domains of ADHD. Behavior Genetics, 41(5), 668–679. https://doi.org/10.1007%2Fs10519-011-9473-2
Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International journal of epidemiology, 43(2), 434-442. https://doi.org/10.1093/ije/dyt261
Pressman, L. J., Loo, S. K., Carpenter, E. M., Asarnow, J. R., Lynn, D., Cracken, J. T. M. C., …, Smalley, S. L. (2006). Relationship of family environment and parental psychiatric diagnosis to impairment in ADHD. Child & Adolescent Psychiatry, 45(3), 346–354. https://doi.org/10.1097/01.chi.0000192248.61271.c8
Rice, M. E., & Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC area, Cohen’s d, and r. Law and Human Behavior, 29(5), 615–620. https://doi.org/doi/10.1007/s10979-005-6832-7
Rohde, L. A., Coghill, D., Asherson, P., & Banaschewski T. (2019). Avaliando o TDAH ao longo da vida. In L. A. Rohde, J. K. Buitelaar, M. Gerlach, S. V. Faraone (Orgs.). Guia para compreensão e manejo do TDAH da World Federation of ADHD (p. 44–66). Porto Alegre: Artmed.
Salkind, N. (2015). Encyclopedia of Measurement and Statistics 1st Edition. SAGE.
Sherman, E. M. S., Brooks, B. L., Akdag, S., Connolly, M. B., & Wiebe S. (2010). Parents report more ADHD symptoms than do teachers in children with epilepsy. Epilepsy & Behavior, 19(3), 428–435. https://doi.org/10.1016/j.yebeh.2010.08.015
Shemmassian, S. K., & Lee, S. S. (2012). Comparing four methods of integrating parent and teacher symptom ratings of Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of Psychopathology and Behavioral Assessment, 34(1), 1–10. https://doi.org/10.1007/s10862-011-9262-5
Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., ..., Wu, M. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Child & Adolescent Psychiatry, 40(2), 168–179. https://doi.org/10.1097/00004583-200102000-00011
Tamm, L., Loren, R. E., Peugh, J., & Ciesielski, H. A. (2021). The association of executive functioning with academic, behavior, and social performance ratings in children with ADHD. Journal of Learning Disabilities, 54(2), 124-138. https://doi.org/10.1177/0022219420961338
Ullebø, A. K., Breivik, K., Gillberg, C., Lundervold, A. J., & Posserud, M. B. (2012). The factor structure of ADHD in a general population of primary school children. Child Psychology and Psychiatry, 53(9), 927–936. https://doi.org/10.1111/j.1469-7610.2012.02549.x
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M., & Swanson, J. M. (2011). Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: Psychometric properties and normative ratings from a school district sample. Assessment, 124(9), 317–328. https://doi.org/10.1177/1073191107313888
Caye, A., Machado, J. D., & Rohde, L. A. (2013). Evaluating parental disagreement in ADHD diagnosis: Can we rely on a single report from home? Journal of Attention Disorders, 21(7), 561-566. https://doi.org/10.1177/1087054713504134
Costa, D. S., de Paula, J. J., Malloy-Diniz, L. F., Romano-Silva, M. A., & Miranda, D. M. (2019). Parent SNAP-IV rating of Attention-Deficit/Hyperactivity Disorder: Accuracy in a clinical sample of ADHD, validity, and reliability in a Brazilian sample. Jornal de Pediatria, 95(6), 736-743. https://doi.org/10.1016/j.jped.2018.06.014
Eid, M., Nussbeck, F. W., Geiser, C., Cole, D. A., & Gollwitzer, M. (2008). Structural equation modeling of multitrait – multimethod data: Different models for different types of methods. Psychological Methods, 13(3), 230–253. https://doi.org/10.1037/a0013219
Fortes, D., Serra-Pinheiro, M. A., Coutinho, G., Bernardes, C., Regalla, M. A., Sergeant, J., & Mattos, P. (2014). Quantitative measurement of impairment in ADHD: Perspectives for research and clinical practice. Archives of Clinical Psychiatry, 41(5), 124–130. https://doi.org/10.1590/0101-60830000000026
Gau, S. S., Shang, C., Liu, S., Lin, C., Swanson, J. M., Liu, Y., & Tu, C. (2008). Psychometric properties of the Chinese version of the Swanson, Nolan, and Pelham, version IV scale – parent form. Methods in Psychiatric Research, 17(1), 35–44. https://doi.org/10.1002/mpr.237
Hall, C. L., Guo, B., Valentine, A. Z., Groom, M. J., Daley, D., Sayal, K., & Hollis, C. (2020). The validity of the SNAP-IV in children displaying ADHD symptoms. Assessment, 27(6), 1258-1271. https://doi.org/10.1177/1073191119842255
Hanley, J. A., & McNeil, B. J. (1982) The meaning and use of the area under a receiver operating characteristic (ROC) curve. Radiology, 143(1), 29–36. https://doi.org/10.1148/radiology.143.1.7063747
Inoue, Y., Ito, K., Kita, Y., Inagaki, M., Kaga, M., & Swanson, J. M. (2014). Psychometric properties of Japanese version of the Swanson, Nolan, and Pelham, version-IV Scale-teacher form: A study of school children in community samples. Brain & Development, 36(8), 700–706. https://doi.org/10.1016/j.braindev.2013.09.003
Kieling, R. R., Kieling, C., Aguiar, A. P., Costa, A. C., Dorneles, B. V., & Rohde, L. A. (2014). Searching for the best approach to assess teachers’ perception of inattention and hyperactivity problems at school. European Child & Adolescent Psychiatry, 23(6), 451–499. https://doi.org/10.1007/s00787-013-0466-y
King, K. M., Luk, J. W., Witkiewitz, K., Racz, S., McMahon, R. J., Wu, J., & Conduct Problems Prevention Research Group. (2018). Externalizing behavior across childhood as reported by parents and teachers: A partial measurement invariance model. Assessment, 25(6), 744–758. https://doi.org/10.1177/1073191116660381
Landis, J. R., & Koch G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363-374.
Langberg, J. M., Epstein, J. N., Simon, J. O., Loren, R. E. A., Arnold, L. E., Hechtman, L., …, & Wigal, T. (2010). Parent agreement on ratings of children’s Attention Deficit/Hyperactivity Disorder and broadband externalizing behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 41–50. https://doi.org/10.1177/1063426608330792
Mattos, P., Serra-Pinheiro, M. A., Rohde, L. A., & Pinto, D. (2006). Apresentação de uma versão em português para uso no Brasil do instrumento MTA-SNAP-IV de avaliação de sintomas de Transtorno do Déficit de Atenção/Hiperatividade e sintomas de Transtorno Desafiador e de Oposição. Revista de Psiquiatria do Rio Grande do Sul, 28(3), 290-297. https://doi.org/10.1590/S0101-81082006000300008
McLoughlin, G., Rijsdijk, F., Asherson, P., & Kuntsi, J. (2011). Parents and teachers make different contributions to a shared perspective on hyperactive-impulsive and inattentive symptoms: A multivariate analysis of parent and teacher ratings on the symptom domains of ADHD. Behavior Genetics, 41(5), 668–679. https://doi.org/10.1007%2Fs10519-011-9473-2
Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International journal of epidemiology, 43(2), 434-442. https://doi.org/10.1093/ije/dyt261
Pressman, L. J., Loo, S. K., Carpenter, E. M., Asarnow, J. R., Lynn, D., Cracken, J. T. M. C., …, Smalley, S. L. (2006). Relationship of family environment and parental psychiatric diagnosis to impairment in ADHD. Child & Adolescent Psychiatry, 45(3), 346–354. https://doi.org/10.1097/01.chi.0000192248.61271.c8
Rice, M. E., & Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC area, Cohen’s d, and r. Law and Human Behavior, 29(5), 615–620. https://doi.org/doi/10.1007/s10979-005-6832-7
Rohde, L. A., Coghill, D., Asherson, P., & Banaschewski T. (2019). Avaliando o TDAH ao longo da vida. In L. A. Rohde, J. K. Buitelaar, M. Gerlach, S. V. Faraone (Orgs.). Guia para compreensão e manejo do TDAH da World Federation of ADHD (p. 44–66). Porto Alegre: Artmed.
Salkind, N. (2015). Encyclopedia of Measurement and Statistics 1st Edition. SAGE.
Sherman, E. M. S., Brooks, B. L., Akdag, S., Connolly, M. B., & Wiebe S. (2010). Parents report more ADHD symptoms than do teachers in children with epilepsy. Epilepsy & Behavior, 19(3), 428–435. https://doi.org/10.1016/j.yebeh.2010.08.015
Shemmassian, S. K., & Lee, S. S. (2012). Comparing four methods of integrating parent and teacher symptom ratings of Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of Psychopathology and Behavioral Assessment, 34(1), 1–10. https://doi.org/10.1007/s10862-011-9262-5
Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., ..., Wu, M. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Child & Adolescent Psychiatry, 40(2), 168–179. https://doi.org/10.1097/00004583-200102000-00011
Tamm, L., Loren, R. E., Peugh, J., & Ciesielski, H. A. (2021). The association of executive functioning with academic, behavior, and social performance ratings in children with ADHD. Journal of Learning Disabilities, 54(2), 124-138. https://doi.org/10.1177/0022219420961338
Ullebø, A. K., Breivik, K., Gillberg, C., Lundervold, A. J., & Posserud, M. B. (2012). The factor structure of ADHD in a general population of primary school children. Child Psychology and Psychiatry, 53(9), 927–936. https://doi.org/10.1111/j.1469-7610.2012.02549.x
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Publiée
2023-12-15
Comment citer
de Souza Hashimoto, E., Lira Chiodi, S., & Silva Lúcio, P. (2023). Heterogeneidade na avaliação de pais e professores para sintomas de TDAH no SNAP-IV // Heterogeneity in Parents and Teachers’ Assessment for ADHD Symptoms on SNAP-IV. Revista De Psicologia, 14, e023030. https://doi.org/10.36517/revpsiufc.14.2023.e023030
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(c) Tous droits réservés Eduardo de Souza Hashimoto, Sofia Lira Chiodi, Patrícia Silva Lúcio 2023
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