Sensitivity and Specificity of an Executive Function Screener at Identifying Children with ADHD and Reading Disability
Open accessAbstract
Objective: This study evaluated the sensitivity/specificity of a global sum score (GSS) from the Behavior Assessment System for Children, Second Edition, Executive Function screener (BASC-2-EF) at classifying children with/without ADHD and/or reading disability (RD). Method: The BASC-2 Teacher/Parent Rating Scales (TRS/PRS) were completed for children (8-12 years old; 43.1% female) with no diagnosis ( n = 53), RD ( n = 34), ADHD ( n = 85), co-morbid RD/ADHD ( n = 36), and other diagnoses ( n = 15). Receiver operating characteristic (ROC) curve analyses evaluated the sensitivity/specificity of the BASC-2-EF GSS at discriminating between children with/without ADHD or RD. Results: Area under the curve (AUC) scores indicated the sensitivity/specificity of the BASC-2-EF GSS at discriminating between children with/without ADHD (TRS: AUC = .831, p < .001; PRS: AUC = .919, p < .001), with/without RD (TRS: AUC = .724, p = .001; PRS: AUC = .615, p = .101), and with ADHD or RD through post hoc analysis (TRS: AUC = .674, p = .006; PRS: AUC = .819, p < .001). Conclusion: The findings support utilizing the BASC-2-EF GSS when differentiating ADHD from RD and typical development.
Integrity signals
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Cites
Statistics
Claims the paper makes
4 of 20 cited sources checked · 1 supported · 0 flagged · accuracy not yet measured
- Premisecitation
Correlations between cognitive and behavioral measures often present as non-significant.
“considering that correlations between cognitive and behavioral measures often present as non-significant (Toplak et al., 2013).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Toplak et al., 2013 source
The section “Summary of the measurable associations between performance-based and rating measures of executive function” reports that only 68 of 286 correlations (24%) were statistically significant. This supports the claim for performance-based and behavioral-rating measures of executive function, but the source does not establish it for cognitive and behavioral measures generally. (LLM, conf=0.86)
Experimental — accuracy not yet measured
- Interpretationcitation
The discrepancies between teacher and parent AUC magnitudes could result from rater biases and differences in the settings where raters interact with children.
“They also could result from both the biases of raters and the differences in settings in which the raters interact with children (Narad et al., 2015).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Narad et al., 2015 source
The paper says parent–teacher rating discrepancies may result from reporter bias and differences between home and school settings (Abstract; Discussion, page unavailable). It does not address AUC magnitudes specifically, so it supports the proposed explanation for rating differences but not its application to AUC differences. (LLM, conf=0.84)
Experimental — accuracy not yet measured
- Findingown data
For the parent rating scale, the four-factor model had the best statistical fit (CFI=.960, RMSEA=.080).
“In terms of statistical fit, the four-factor model showed the best fit for both scales (TRS-C: CFI=.942, RMSEA=.087; PRS-C: CFI=.960, RMSEA=.080).”
Quote in the paperNot a substantial claim - Findingown data
For the parent rating scale, internal consistency for all BASC-2-EF items was excellent (Cronbach's α=.913).
“With these final item assignments, the internal consistency (i.e., Cronbach’s α) for all items showed excellent reliability (TRS-C=.952; PRS-C=.913)”
Quote in the paperNot a substantial claim - Findingown data
Lower reliability of parent ratings was observed in the current findings.
“Lower reliability of parent ratings also was observed in the current findings”
Quote in the paperNot a substantial claim
- Findingown data
For the teacher rating scale, internal consistency for all BASC-2-EF items was excellent (Cronbach's α=.952).
“With these final item assignments, the internal consistency (i.e., Cronbach’s α) for all items showed excellent reliability (TRS-C=.952; PRS-C=.913)”
Quote in the paperNot a substantial claim - Findingown data
For children with RD versus children without RD, the BASC-2-EF GSS from the teacher rating scale had an AUC of .724 (95% CI .612-.835), p=.001.
“and children with and without RD (TRS-C: AUC=.724 [.612, .835], p=.001; PRS-C: AUC=.615 [.481, .748], p=.101)”
Quote in the paperSubstantial claim - Findingown data
There were slight differences in the magnitude of AUC values between teacher and parent ratings across all ROC curve analyses.
“Although both the teacher and parent ratings resulted in significant AUC values, there were slight differences in the magnitude of AUC values between the two raters across all ROC curve analyses.”
Quote in the paperNot a substantial claim - Findingown data
In a post-hoc analysis comparing children with ADHD and children with RD, the BASC-2-EF GSS from the parent rating scale had an AUC of .819 (95% CI .718-.920), p<.001.
“The post-hoc analysis evaluated the sensitivity of the BASC-2-EF GSS at differentiating between ADHD and RD (TRS-C: AUC=.674 [.481, .748], p=.006; PRS-C: AUC=.819 [.718, .920], p<.001).”
Quote in the paperSubstantial claim - Findingown data
For the parent rating scale, a BASC-2-EF GSS cutoff of 32 had optimal sensitivity (.908) and specificity (.844).
“For the PRS-C, a cutoff score of 32 showed the optimal level of sensitivity (.908) and specificity (.844).”
Quote in the paperSubstantial claim - Findingown data
In a post-hoc analysis comparing children with ADHD and children with RD, the BASC-2-EF GSS from the teacher rating scale had an AUC of .674 (95% CI .481-.748), p=.006.
“The post-hoc analysis evaluated the sensitivity of the BASC-2-EF GSS at differentiating between ADHD and RD (TRS-C: AUC=.674 [.481, .748], p=.006; PRS-C: AUC=.819 [.718, .920], p<.001).”
Quote in the paperNot a substantial claim - Findingown data
For the teacher rating scale, a BASC-2-EF GSS cutoff of 51 had the highest sum of sensitivity (.785) and specificity (.714) according to Youden's J.
“Based on a Youden’s J statistic for the TRS-C, a cutoff score of 51 showed the highest sum of sensitivity (.785) and specificity (.714).”
Quote in the paperSubstantial claim - Findingown data
For the teacher rating scale, the second-order factor model showed a minimal decrement in fit (CFI=.935, RMSEA=.093).
“The second-order factor model showed a minimal decrement in model fit (TRS-C: CFI=.935, RMSEA=.093; PRS-C: CFI=.948, RMSEA=.091).”
Quote in the paperSubstantial claim - Findingown data
For children with ADHD versus children without ADHD, the BASC-2-EF GSS from the teacher rating scale had an AUC of .831 (95% CI .761-.901), p<.001.
“The ROC analysis produced an Area Under the Curve (AUC) that corresponded to the sensitivity and specificity of the BASC-2-EF GSS at discriminating between children with and without ADHD (TRS-C: AUC=.831 [95% C.I.: .761, .901], p<.001; PRS-C: AUC=.919 [.858, .979], p <.001)”
Quote in the paperSubstantial claim - Findingown data
For the teacher rating scale, the four-factor model had the best statistical fit (CFI=.942, RMSEA=.087).
“In terms of statistical fit, the four-factor model showed the best fit for both scales (TRS-C: CFI=.942, RMSEA=.087; PRS-C: CFI=.960, RMSEA=.080).”
Quote in the paperNot a substantial claim - Findingown data
For the parent rating scale, the second-order factor model showed a minimal decrement in fit (CFI=.948, RMSEA=.091).
“The second-order factor model showed a minimal decrement in model fit (TRS-C: CFI=.935, RMSEA=.093; PRS-C: CFI=.948, RMSEA=.091).”
Quote in the paperSubstantial claim - Findingown data
Teacher ratings on the BASC-2-EF differentiated between RD and typical development.
“This is evident in the current findings, where teacher ratings on the BASC-2-EF differentiated between RD and typical development.”
Quote in the paperSubstantial claim - Findingown data
For children with ADHD versus children without ADHD, the BASC-2-EF GSS from the parent rating scale had an AUC of .919 (95% CI .858-.979), p<.001.
“The ROC analysis produced an Area Under the Curve (AUC) that corresponded to the sensitivity and specificity of the BASC-2-EF GSS at discriminating between children with and without ADHD (TRS-C: AUC=.831 [95% C.I.: .761, .901], p<.001; PRS-C: AUC=.919 [.858, .979], p <.001)”
Quote in the paperSubstantial claim - Premisecitation
The original BASC-EF was validated in a sample with ADHD.
“Although the original BASC-EF was validated in a sample with ADHD (Garcia-Barrera et al., 2015)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Garcia-Barrera et al., 2015 source
- Interpretationown data
The current findings provide further psychometric evidence for the four-factor screener.
“the current findings offer further psychometric evidence for the four-factor screener”
Quote in the paperSubstantial claim - Interpretationown data
Informant-reports of impaired executive functions may result from perceived problems by the rater that are unrelated to executive functions, in addition to true executive function deficits.
“As opposed to low performance on neuropsychological measures, informant-reports of impaired executive functions may result from perceived problems by the rater that are unrelated to executive functions, in addition to true executive function deficits.”
Quote in the paperSubstantial claim - Premisecitation
Far more evidence has demonstrated pronounced executive function deficits among children with ADHD.
“As opposed to RD, far more evidence has demonstrated pronounced executive function deficits among children with ADHD (Bloom, Miller, Garcia, & Hynd, 2005; Willcutt et al., 2005)”
Quote in the paperSubstantial claim0 of 2 sources checked - Interpretationnone given
This study is the first to replicate the BASC-2-EF screener using the BASC-2 with a mixed clinical sample.
“this study is the first to replicate the screener using the BASC-2 with a mixed clinical sample”
Quote in the paperSubstantial claim - Study design and conductreasoning
The current study is limited by including the BASC-2 Attention Problems and Hyperactivity subscales as part of the ADHD diagnostic process, because items from both subscales overlap with the BASC-2-EF.
“The current study is limited by the inclusion of the BASC-2 Attention Problems and Hyperactivity subscales as one part of the diagnostic process for ADHD, as the items from both subscales overlap with the BASC-2-EF.”
Quote in the paperNot a substantial claim - Interpretationown data
This study is the first to offer evidence for a second-order executive function factor.
“and the first study to offer evidence for a second-order executive function factor”
Quote in the paperSubstantial claim - Interpretationown data
The good fit of the second-order factor model justified calculating a parsimonious global sum score for the ROC analyses.
“The good fit for the second-order factor model rationalized the calculation of a parsimonious GSS, which was used in the ROC curve analyses.”
Quote in the paperSubstantial claim - Interpretationown data
This executive function screener effectively differentiated ADHD from RD and controls.
“and this executive function screener effectively differentiated ADHD from RD and controls.”
Quote in the paperSubstantial claim - Interpretationown data
The current findings provide new evidence for the validity of the GSS at differentiating typically developing children from those with ADHD.
“new evidence for the validity of the GSS at differentiating between typically developing children and those with ADHD”
Quote in the paperSubstantial claim - Premisecitation
Executive dysfunction would not be considered a primary diagnostic feature of RD.
“Although some evidence has linked RD with deficits in executive function (e.g., Willcutt et al., 2001), executive dysfunction would not be considered a primary diagnostic feature of RD.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Willcutt et al., 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
Parent ratings evidenced greater validity as a diagnostic measure of ADHD based on AUC values.
“however, parent ratings evidenced greater validity as a diagnostic measure of ADHD based on AUC values.”
Quote in the paperSubstantial claim - Interpretationown data
These differences in parent and teacher ratings made evident the value of a multi-informant assessment process.
“These differences in parent and teacher ratings made evident the value of a multi-informant assessment process.”
Quote in the paperNot a substantial claim - Study design and conductown data
The diagnostic groups did not differ significantly on any demographic variables.
“These groups did not differ significantly based on any demographic variables.”
Quote in the paperNot a substantial claim - Interpretationreasoning
The BASC-2-EF screener may facilitate the clinical description of four components of executive behavior as observed by parents and teachers.
“thus, the BASC-2 EF screener may facilitate the clinical description of four components of executive behavior as parents and teachers observed them”
Quote in the paperSubstantial claim
- May combine two claims. 13
- Classified as probably not a substantial claim. 11
- Not yet classified. 1
May combine two claims.
PremisecitationParents have been shown to have better diagnostic determination for ADHD than teachers, although a composite from multiple raters is better diagnostically than relying on one rater.
“Parents have been shown to have better diagnostic determination for ADHD than teachers (despite bias and reliability issues), although utilizing a composite from multiple raters is better diagnostically than relying on one rater (O’Neill, Schneiderman, Rajendran, Marks, & Halperin, 2014; Willcutt, 2012).”
Quote in the paperNot a substantial claim1 of 2 sources checked- cites O’Neill, Schneiderman, Rajendran, Marks, & Halperin, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Willcutt, 2012 source
The 'Diagnostic Algorithms Used by Studies Included in the Meta-Analysis' section (page unavailable) says parent and teacher raters identify partly nonoverlapping groups, supporting the value of considering more than one rater. The 'Algorithms to Combine Multiple Sources of Clinical Information' section (page unavailable) reports that one combined-rating rule had high positive predictive power, but missed many cases and concludes that no single algorithm is best for every purpose. The paper does not establish that parents are diagnostically better than teachers or that a multi-rater composite is generally better than one rater. (LLM, conf=0.84)
Experimental — accuracy not yet measured
Classified as probably not a substantial claim.
PremisecitationRatings of executive behavior may measure a different type of executive function than performance-based measures examine in ADHD assessment.
“it has been proposed that ratings of executive behavior may measure a different type of executive function than what performance-based measures examine in ADHD assessment (Toplak, West, & Stanovich, 2013)”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Toplak, West, & Stanovich, 2013 source
Not yet classified.
FindingFor children with RD versus children without RD, the BASC-2-EF GSS from the parent rating scale had an AUC of .615 (95% CI .481-.748), p=.101.
“and children with and without RD (TRS-C: AUC=.724 [.612, .835], p=.001; PRS-C: AUC=.615 [.481, .748], p=.101)”
Quote in the paperNot yet classifiedMay combine two claims.
Findingown dataFor ADHD assessment, both teacher and parent raters had highly significant AUC values.
“For ADHD assessment, both raters had highly significant AUC values”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataWhen comparing children with and without RD, teacher ratings showed greater executive dysfunction among RD children, whereas parent ratings did not.
“however, when comparing children with and without RD, the teacher ratings showed greater executive dysfunction among the RD children, whereas the parent ratings did not.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataBoth teacher and parent ratings produced significant AUC values across all ROC curve analyses.
“Although both the teacher and parent ratings resulted in significant AUC values, there were slight differences in the magnitude of AUC values between the two raters across all ROC curve analyses.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationThe BASC-2-EF is a four-factor screener embedded in the TRS-C and PRS-C that effectively measured problem solving, attentional control, behavioral control, and emotional control.
“a four-factor screener embedded in each form that effectively measured four executive-related constructs: problem solving, attentional control, behavioral control, and emotional control (Karr & Garcia-Barrera, 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Karr & Garcia-Barrera, 2017 source
May combine two claims.
Interpretationown dataThe ROC results met standards for good and excellent AUC values for the teacher and parent rating scales, respectively, when differentiating ADHD from typical development, showing strong sensitivity and specificity of the BASC-2-EF GSS.
“The results of these analyses met standards for good and excellent AUC values for the TRS-C and PRS-C, respectively, when differentiating ADHD from typical development, evidencing strong sensitivity and specificity of the BASC-2-EF GSS.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe behavioral assessment of executive functions has become increasingly popular in both research and clinical practice.
“The behavioral assessment of executive functions has become increasingly popular in both research (e.g., Barkley & Fischer, 2011; Sadeh et al., 2012) and clinical practice (Rabin et al., 2016)”
Quote in the paperNot a substantial claim0 of 3 sources checkedMay combine two claims.
PremisecitationThe BASC-2-EF has only been derived using the BASC-2 normative data, which consisted entirely of typically developing children, and it has not yet been clinically validated.
“the BASC-2-EF has only been derived using the BASC-2 normative data, consisting entirely of typically developing children (Karr & Garcia-Barrera, 2017), and it has yet to be clinically validated.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Karr & Garcia-Barrera, 2017 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationThe four-factor measurement model of the BASC-2-EF showed optimal statistical fit, and each factor had excellent internal consistency.
“The four-factor measurement model of the BASC-2-EF showed optimal statistical fit, and each factor had excellent internal consistency.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Karr & Garcia-Barrera, 2017 source
May combine two claims.
Interpretationown dataA teacher may provide a more reliable rating of executive functions, whereas a parent may provide a rating with better diagnostic utility for ADHD.
“A teacher may provide a more reliable rating of executive functions, whereas a parent may provide a rating with better diagnostic utility for ADHD.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
InterpretationreasoningThe discrepancies between teacher and parent AUC magnitudes could result from the ADHD diagnostic process, in which a parent interview and DSM-IV questionnaire were the primary sources of diagnostic information.
“These discrepancies could result from the diagnostic process for ADHD, where a clinical interview and DSM-IV questionnaire completed with the parent were the primary sources of information to determine a diagnosis.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningNeither parent nor teacher ratings on the BASC-2-EF are independently diagnostic of ADHD.
“Similarly, neither the parent nor teacher ratings on the BASC-2-EF are independently diagnostic of ADHD”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationreasoningWithin a classroom, a child with RD may more quickly disengage or become frustrated with a reading task, which may be perceived as reduced attentional or emotional control.
“Within a classroom setting, a child with RD may more quickly disengage or become frustrated with a reading task, which may be perceived as reduced attentional or emotional control, respectively.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationDifferences in parent and teacher ratings have been historically evident, such as more inconsistent and biased ratings provided by parents than teachers.
“Differences in parent and teacher ratings have been historically evident, such as more inconsistent and biased ratings provided by parents than teachers (Hartman, Rhee, Willcutt, & Pennington, 2007; Lochman, 1995).”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationreasoningParent raters may provide more one-on-one support to their children when reading at home, and thus may not observe as many of these behaviors.
“In contrast, parent raters may provide more one-on-one support to their children when reading at home, and, thus, may not observe as many of these behaviors.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenThe current findings will more likely support diagnostic decision making in archival datasets.
“whereas the current findings will more likely support diagnostic decision making in archival datasets.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe BASC-2-EF and later iterations could assist with diagnostic decision making.
“the BASC-2-EF and later iterations (i.e., BASC-3) could assist with such diagnostic decision making”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationADHD status was a significant predictor of all four factors measured by the BASC-EF.
“ADHD status was a significant predictor of all four factors measured by the BASC-EF (Garcia-Barrera et al., 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Garcia-Barrera et al., 2015 source
May combine two claims.
PremisecitationThe BASC was not originally developed as a diagnostic measure for ADHD, but it has demonstrated clinical utility in aiding its diagnosis.
“Although the BASC was not originally developed as a diagnostic measure for ADHD, the instrument has demonstrated clinical utility in aiding its diagnosis (e.g., Jarratt, Riccio, & Siekierski, 2005; Pineda et al., 2005).”
Quote in the paperNot a substantial claim0 of 2 sources checked
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Post-hoc teacher confidence interval conflicts with its p-value
MinorThe reported 95% confidence interval for the teacher-rated ADHD-versus-RD AUC includes 0.5, the no-discrimination value, yet its reported p-value is .006. These give conflicting indications of statistical significance for the same comparison.
“TRS-C: AUC=.674 [.481, .748]”
“p=.006; PRS-C: AUC=.819 [.718, .920]”
Post-hoc cutoff omitted despite the stated cutoff rule
MinorThe methods say a cutoff was calculated whenever an analysis had an AUC of at least .80. The post-hoc parent analysis had an AUC of .819, but the results explicitly say no post-hoc cutoff was calculated.
“where the GSS presented with a good or excellent AUC (i.e., good = .80–.90; excellent = .90–1.00), a cutoff score for provisional diagnosis was calculated based on Youden’s J statistic (Youden, 1950).”
“A cutoff score was not calculated for the post-hoc analysis”
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“…ratings of executive behavior may measure a different type of executive function than what performance-based measures examine in ADHD assessment (Toplak, West, & Stanovich, 2013); thus, the BASC-2 EF screener may facilitate the clinical description of four components of executive behavior as…”
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Behavior Assessment System for Children‐2
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“…of executive functions has become increasingly popular in both research (e.g., Barkley & Fischer, 2011; Sadeh et al., 2012) and clinical practice (Rabin et al., 2016), but it does not replace a comprehensive neuropsychological assessment that closely evaluates cognitive deficits that are…”
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“The behavioral assessment of executive functions has become increasingly popular in both research (e.g., Barkley & Fischer, 2011; Sadeh et al., 2012) and clinical practice (Rabin et al., 2016), but it does not replace a comprehensive neuropsychological assessment that closely evaluates cognitive…”
MethodScreening of child behavior problems for prevention programs at school entry.
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“Differences in parent and teacher ratings have been historically evident, such as more inconsistent and biased ratings provided by parents than teachers (Hartman, Rhee, Willcutt, & Pennington, 2007; Lochman, 1995).”
BackgroundParent–teacher agreement on ADHD symptoms across development.
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“They also could result from both the biases of BASC-2-EF raters and the differences in settings in which the raters interact with children (Narad et al., 2015).”
Assessment of Attention Deficit Hyperactivity Disorder (ADHD) Using the BASC and BRIEF
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The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children
Holmes, J., Gathercole, S. E., Place, M., Alloway, T. P., Elliott, J. G., & Hilton, K. A. (2010) · Child and Adolescent Mental Health · doi:10.1111/j.1475-3588.2009.00536.x · Cited by 108 · cited 2× · see citing works
“…tests and behavioral ratings (Garcia-Barrera & Kamphaus, 2006), the BASC-2-EF and later iterations (i.e., BASC-3) could assist with such diagnostic decision making, just as other neuropsychological measures of executive functions have demonstrated diagnostic utility (Holmes et al., 2010).”
Mahan, S., & Matson, J. L. (2010) · Research in Autism · doi:10.1016/j.rasd.2010.02.007 · Cited by 102 · cited 1× · see citing works
“…in neuropsychological practice (Rabin, Paolillo, & Barr, 2016), and its popularity in research settings was also quite evident, with numerous studies using scales from the BASC-2 as outcome measures in research designs (e.g., Graziano, McNamara, Geffken, & Reid, 2013; Mahan & Matson, 2011).”
The Role of Neuropsychologic Tests in the Diagnosis of Attention Deficit Hyperactivity Disorder
Pineda, D. A., Puerta, I. C., Aguirre, D. C., García-Barrera, M. A., & Kamphaus, R. W. (2007) · Pediatric Neurology · doi:10.1016/j.pediatrneurol.2007.02.002 · Cited by 69 · see citing works
Self-citationReading performance is predicted by more than phonological processing
Kibby, M. Y., Lee, S. E., & Dyer, S. M. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00960 · Cited by 58 · cited 2× · see citing works
“Participants included 223 children (43.1% female; Age: x̄ =9.49, SD=1.35, range: 8-12 8-12 years The diagnostic process for ADHD and RD are explained in detail in previous articles (Kibby et al., 2014, 2015).”
InfluentialSelf-citationO’Neill, S. C., Schneiderman, R. L., Rajendran, K., Marks, D. J., & Halperin, J. M. (2013) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-013-9802-4 · Cited by 41 · see citing works
Garcia-Barrera, M. A., Kamphaus, R. W., & Bandalos, D. (2011) · Psychological Assessment · doi:10.1037/a0021097 · Cited by 41 · cited 4× · see citing works
“Complementing previous results on the BASC and BASC-2-EF (Garcia-Barrera et al., 2011, 2013, 2015; Karr & Garcia-Barrera, 2017; Sadeh et al., 2012), the current findings offer further psychometric evidence for the four-factor screener, and new evidence for the validity of the GSS at differentiating between typically d…”
InfluentialSelf-citationGraziano, P. A., McNamara, J. P., Geffken, G. R., & Reid, A. M. (2013) · Journal of Attention Disorders · doi:10.1177/1087054711428741 · Cited by 37 · see citing works
Kibby, M. Y., Dyer, S. M., Vadnais, S. A., Jagger-Rickels, A. C., Casher, G. A., & Stacy, M. E. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01635 · Cited by 29 · cited 3× · see citing works
“Participants included 223 children (43.1% female; Age: x̄ =9.49, SD=1.35, range: 8-12 8-12 years The diagnostic process for ADHD and RD are explained in detail in previous articles (Kibby et al., 2014, 2015).”
InfluentialSelf-citationSadeh, S. S., Burns, M. K., & Sullivan, A. L. (2012) · School Psychology Quarterly · doi:10.1037/spq0000012 · Cited by 21 · cited 2× · see citing works
“The behavioral assessment of executive functions has become increasingly popular in both research (e.g., Barkley & Fischer, 2011; Sadeh et al., 2012) and clinical practice (Rabin et al., 2016), but it does not replace a comprehensive neuropsychological assessment that closely evaluates cognitive…”
García-Barrera, M. A., Karr, J. E., & Kamphaus, R. W. (2013) · Psychological Assessment · doi:10.1037/a0034046 · Cited by 15 · cited 2× · see citing works
“Complementing previous results on the BASC and BASC-2-EF (Garcia-Barrera et al., 2011, 2013, 2015; Karr & Garcia-Barrera, 2017; Sadeh et al., 2012), the current findings offer further psychometric evidence for the four-factor screener, and new evidence for the validity of the GSS at differentiating between typically d…”
Self-citationPineda, D. A., Aguirre, D. C., Garcia, M. A., Lopera, F. J., Palacio, L. G., & Kamphaus, R. W. (2005) · Pediatric Neurology · doi:10.1016/j.pediatrneurol.2005.02.001 · Cited by 14 · cited 2× · see citing works
“Although the BASC was not originally developed as a diagnostic measure for ADHD, the instrument has demonstrated clinical utility in aiding its diagnosis (e.g., Jarratt, Riccio, & Siekierski, 2005; Pineda et al., 2005).”
Self-citationGarcia-Barrera, M. A., Karr, J. E., Duran, V., Direnfeld, E., & Pineda, D. A. (2015) · Psychological Assessment · doi:10.1037/pas0000117 · Cited by 14 · cited 6× · see citing works
“Although the original BASC-EF was validated in a sample with ADHD (Garcia-Barrera et al., 2015), the BASC-2-EF has only been derived using the BASC-2 normative data, consisting entirely of typically developing children (Karr & Garcia-BASC-2-EF 6 Barrera, 2017), and it has yet to be clinically…”
InfluentialSelf-citationExamining Executive Functioning Using the Behavior Assessment System for Children (BASC)
García-Barrera, M. A., Duggan, E. C., Karr, J. E., & Reynolds, C. R. (2013) · Springer eBooks · doi:10.1007/978-1-4614-8106-5_17 · Cited by 13 · cited 1× · see citing works
“While the screener has been replicated multiple times using the original BASC (see Garcia-Barrera et al., 2014), this study is the first to replicate the screener using the BASC-2 with a mixed clinical sample, and the first study to offer evidence for a second-order executive function factor.”
MethodSelf-citationThe assessment of executive functions using the BASC-2.
Karr, J. E., & Garcia-Barrera, M. A. (2017) · Psychological Assessment · doi:10.1037/pas0000418 · Cited by 10 · cited 5× · see citing works
“…BASC-2 data may be available to researchers through numerous archival datasets, making research on the BASC-2-EF relevant to future research studies involving secondary data analysis (Karr & Garcia-Barrera, 2017), despite the BASC now being in its third edition (BASC-3; Reynolds & Kamphaus, 2015).”
InfluentialSelf-citationReading Disabilities in Children With Attention Deficit Hyperactivity Disorder
Bloom, J. S., Miller, C. J., Garcia, M. A., & Hynd, G. W. (2005) · Contemporary Clinical Neuroscience · doi:10.1385/1-59259-891-9:337 · Cited by 5 · see citing works
Self-citationDuggan, E. C., García-Barrera, M. A., & Müller, U. (2016) · Assessment · doi:10.1177/1073191116670511 · Cited by 5 · see citing works
Self-citation
Flagged first, then by citations
1 of the 36 references couldn’t be matched to a known paper.
Research works printed but not linked: 2
- Garcia-Barrera M. A., 2006, Psychodiagnostic assessment of children: Dimensional and categorical methods, 319
- Steiger J. H., 1989, EzPATH: A supplementary module for SYSTAT and SYGRAPH
Cited by
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Tools for the Diagnosis of ADHD in Children and Adolescents: A Systematic Review
Peterson, B. S., Trampush, J., Brown, M., Maglione, M., Bolshakova, M., Rozelle, M., Miles, J., Pakdaman, S., Yagyu, S., Motala, A., et al. (2024) · Pediatrics · doi:10.1542/peds.2024-065854 · Cited by 66 · see citing works
Anderman, E. M., Gilman, R., Liu, X., & Ha, S. Y. (2022) · Psychology in the Schools · doi:10.1002/pits.22644 · Cited by 8 · see citing works
Poon, K., Ho, M. S. H., & Wang, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.718112 · Cited by 7 · see citing works
Zhang, Z., Feng, J., Yang, X. Z., Jia, F., & Wang, T. (2022) · Frontiers in Pediatrics · doi:10.3389/fped.2022.898348 · Cited by 5 · see citing works
“In fact, increasing evidences suggest that executive dysfunction has been identified in children with RD (29, 30).”
BackgroundKurbatfinski, S., Ntanda, H. N., Mullin, J., Dewey, D., Leung, B. M. Y., & Letourneau, N. L. (2025) · Children · doi:10.3390/children12050535 · Cited by 1 · see citing works
“For example, the BASC-2 has been shown to accurately differentiate between children with and without attention-deficit hyperactivity disorder (i.e., area-under-the-curve score of 0.919) [95].”
InfluentialMOOD DISORDER QUESTIONNAIRE-INA: STUDI ADAPTASI ALAT UKUR SKRINING BIPOLAR
Gunawan, H., Satiadarma, M. P., & Idulfilastri, R. M. (2020) · Jurnal Muara Ilmu Sosial Humaniora dan Seni · doi:10.24912/jmishumsen.v4i1.7442.2020 · Cited by 1 · see citing works
- Authors
- Karr, J. E., Kibby, M. Y., Jagger-Rickels, A. C., & Garcia-Barrera, M. A.
- Affiliations
- University of Victoria (CA)
- Southern Illinois University Carbondale (US)
- University of Victoria, British Columbia, Canada
- Venue
- Journal of Attention Disorders
- Publisher
- SAGE Publications
- Published
- 2018-03-22
- Volume
- 25
- Issue
- 1
- Pages
- 134-140
- ISSN
- 1087-0547 (ISSN-L)
- 1557-1246
- PMC
- PMC6146073
- OpenAlex
- W2789431015
- Cited by
- 6
- References
- 36
- Citations by year
- 2025: 1 · 2024: 1 · 2022: 2 · 2021: 1 · 2020: 1
- FWCI
- 0.39
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Attention Disorders (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- OpenSIUC (Southern Illinois University Carbondale) (submittedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD048752, R15HD065627)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- executive function, attention deficit hyperactivity disorder, reading disorders, sensitivity and specificity, diagnostic screening, parent and teacher ratings, children
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Dyslexia, Female, Humans, Learning Disabilities, Male, Sensitivity and Specificity, Executive Function
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