Sentences with phrase «scores for hyperactivity»

In particular their scores for hyperactivity / inattention are very high.

Not exact matches

The outcomes were measured by a global hyperactivity aggregate (GHA), scores based on parent and teacher observations, and for 8 and 9 year olds, a computerized attention test.

But the team doesn't know what aspect of fracking caused the low birth weights, which put babies at higher risk for infant mortality, asthma, attention deficit hyperactivity disorder, lower test scores, and lower lifetime earnings.

Digital reading has already been incorporated into educational practice for a wide variety of students who struggle to maintain a grade - level score in reading, especially students on the autism spectrum and students who have been diagnosed with attention deficit disorder and attention deficit hyperactivity disorder.

Fifty percent of children (mean score = 15.72) scored in the clinical range and scores on subscales were between 36 percent for hyperactivity to 44 percent for emotional symptoms and conduct problems.

For hyperactivity / inattention measured with ASRS, the test of pairwise comparisons did not reveal any differences between groups (all p > 0.05), although the ANOVA did show a main effect (p = 0.032) and the never poor group had the lowest mean score.

For emotional, conduct and hyperactivity — inattention problems, participants «never poor» scored significantly lower relative to those who were moving into poverty, and for conduct problems, also relative to those «chronically poor» (all p < 0.05, see figure 2For emotional, conduct and hyperactivity — inattention problems, participants «never poor» scored significantly lower relative to those who were moving into poverty, and for conduct problems, also relative to those «chronically poor» (all p < 0.05, see figure 2for conduct problems, also relative to those «chronically poor» (all p < 0.05, see figure 2B).

The ASRS was originally constructed for use in adults, 52 but has also been validated for use among adolescents.53 The current study used the total score where all 18 items were added together (range = 0 — 72, ordinal α = 0.91), the inattention scale consisting of nine items (range = 0 — 36, ordinal α = 0.89), and the hyperactivity — impulsivity scale consisting of nine items (range = 0 — 36, ordinal α = 0.84).

Considering every aspect, there is a statistically significant difference in hyperactivity problems between these children groups F (429) = 3.699, p = 0.02, in which the group of children with both parents working far away from home reported higher score of hyperactivity problems than those having migrant father (the average difference score is 0.56, p = 0.00); emotional problem F (424) = 4.124, p = 0.01, in which the group children whose both parents work away from home reported higher scores of emotional problems than those with only fathers migrating for employment (the average difference score between 2 groups is 0.71, p = 0.00).

Specifically, children whose parents work away from home had higher scores of hyperactivity than those living with parents, the mean scores of these two groups were 3.31 for the former and 2.56 for the latter and t (1046) = 7.310, p = 0.00.

There appeared to be no effect for age for the primary «social» factors, whereas the «rigidity» and «rigidity / hyperactivity» factor scores decreased with age and the «non-verbal communication» factor scores increased with age.

Scoring programs for the CAPA and YAPA, written in SAS, 41 combined information about the date of onset, duration, and intensity of each symptom to create diagnoses according to the DSM - IV.29 With the exception of attention - deficit / hyperactivity disorder (ADHD), for which only parental reports were counted, a symptom was counted as present if it was reported by either the parent or the child until age 16 years or by the young adult at ages 19 and 21 years, as is standard clinical practice.

Considering each aspect of the difficulty, on notable point is that there is difference between those children groups in hyperactivity, F (341) = 5.921, p = 0.003, in which children of parents working away from home for less than 2 years reported higher score in hyperactivity problems than those having parents working away for 2 - 5 years (the average score of difference between two groups was 0.84, p = 00.1); conduct problems F (339) = 10.396, p = 0.000, in which children whose parents working away from home for less than two years had higher score in conduct problems than those having parents working away for 2 - 5 years (the average score of difference between 2 groups was 1.00, p = 0.00).

Grouped t tests were used to compare the mean change in scores in the control and intervention groups where the differences were normally distributed (ECBI intensity score, SDQ total score, PSI parent child interaction, and parent domains), and Mann - Whitney U tests for the mean change in scores in the two groups where the differences were not normally distributed (ECBI problem score, SDQ conduct, hyperactivity, emotional, peer and prosocial scales, GHQ somatic anxiety, social, depression and total scores, PSI difficult child domain and total score, and SES).

This pattern of change in means over the decade between the 2005 study and ours appears consistent with the small, but significant, increases observed between 2007 and 2012 in the self - report subscale means for Total Difficulties, Emotional Symptoms, Peer Relationship Problems and Hyperactivity - Inattention (but a decrease in Conduct Problems) in nationally representative New Zealand samples of children aged 12 — 15 years, 28 and with a similar increase in Emotional Symptoms and decrease in Conduct Problems between 2009 and 2014 in English community samples of children aged 11 — 13 years.29 The mean PLE score in the MCS sample aligned closely with that reported previously for a relatively deprived inner - city London, UK, community sample aged 9 — 12 years19 using these same nine items, although the overall prevalence of a «Certainly True» to at least one of the nine items in the MCS (52.2 %) was lower than that obtained in the London sample (66.0 %).8

Compared with population norms, mean scores were above the 97th centile for conduct problems, above the 90th centile for hyperactivity, and above the 78th centile for emotional problems.

This well validated semistructured interview uses investigator based criteria to assess the frequency and severity of antisocial behaviours such as fighting, destruction, and disobedience; scores are strongly predictive of later psychosocial outcome.16 The κ inter-rater reliability statistic on 20 randomly selected interviews was 0.84 for the conduct problems scale, 0.81 for the hyperactivity scale, and 0.76 for the emotional problems scale.

The difference between children in the least and most deprived areas was the most extreme in relation to conduct problems (23 % versus 41 % had borderline or abnormal scores for this), hyperactivity (13 % versus 27 %), and total difficulties (7 % versus 20 %).

Boys were more likely than girls to have borderline or abnormal scores in relation to total difficulties, conduct, hyperactivity, and pro-social behaviour, whereas differences were less pronounced for emotional symptoms and peer problems.

Children have low pro-social scores but fairly average scores for emotional symptoms, conduct problems, hyperactivity / inattention and peer relationship problems.

For example, 61 % of those children whose scores were in the borderline range for hyperactivity at age 3 had moved into the normal range at entry to primary schoFor example, 61 % of those children whose scores were in the borderline range for hyperactivity at age 3 had moved into the normal range at entry to primary schofor hyperactivity at age 3 had moved into the normal range at entry to primary school.

The SDQ consists of five scales of five items each, generating scores for conduct problems (e.g., «Steals from home, school or elsewhere»), hyperactivity - inattention (e.g., «Restless, overactive, can not stay still for long»), emotional symptoms (e.g., «Many worries, often seems worried»), peer problems (e.g., «Rather solitary, tends to play alone»), and prosocial behavior (e.g., «Helpful if someone is hurt, upset or feeling ill»).

The SDQ Total Difficulties Score (TDS) was calculated by aggregating the scores for the emotional symptoms, conduct problems, hyperactivity - inattention, and peer problems subscales (range 0 — 40).

AVE scores for the preferred model C ranged from 0.34 (peer problems) to 0.60 (hyperactivity), with only hyperactivity achieving the 0.50 benchmark for satisfactory internal convergent validity.22 However, every subscale demonstrated adequate external discriminant validity, with AVE scores exceeding squared interfactor correlations.

We converted CBCL Inattention Problems scores into norm deviation scores using CBCL norm scores for preschool children (Achenbach and Rescorla 2000; i.e., values reflect the number of standard deviations the child scores above or below the population norm), which in turn were converted to SDQ Hyperactivity and Inattention scores using SDQ norm scores for children aged 2 to 7 (NHIS 2001).

Standardized Cronbach's alpha coefficients (α) were computed for the SDQ scales (emotional symptoms, conduct problems, hyperactivity / inattention, peer problems, prosocial behavior) impact score and total difficulties score.

Mental health problems were assessed using the self - report version of the Strengths and Difficulties Questionnaire (SDQ), a multi-informant wide - angle screening questionnaire.26, 27 The SDQ has been used in a large number of population - based studies in several countries.27 It is a 25 - item questionnaire with five subscales, each consisting of five items, generating scores for emotional symptoms, conduct problems, hyperactivity — inattention, peer problems and prosocial behaviour.

After adjusting for potential confounding variables using the propensity score, smoking during pregnancy was found to increase the odds for attention - deficit / hyperactivity disorder (ADHD) OR = 2.59 (CI 1.5 — 4.34, p < 0.001), oppositional defiant disorder (ODD) OR = 2.69 (CI 1.84 — 3.91, p = 0.02) and comorbid OR = 2.55 (CI 1.24 — 5.23, p < 0.001).

All caregivers completed the 25 - item Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)-- a commonly used child - psychiatric screener that yields symptom scores for emotional symptoms (i.e., anxiety and mood symptoms), conduct problems, hyperactivity, and peer problems.

Childhood SDQ scores (hyperactivity, emotional difficulties) were available for 92.0 % of EOP (n = 614) and 93.6 % of Low CP (n = 4737) children.