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Emotional Symptoms in Inattentive Primary School Children: A Population-Based Study

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Bibliographic Details
Title: Emotional Symptoms in Inattentive Primary School Children: A Population-Based Study
Language: English
Authors: Sorensen, Lin, Hugdahl, Kenneth, Lundervold, Astri Johansen
Source: Journal of Attention Disorders. 2008 11(5):580-587.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 8
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Emotional Problems, Parent Attitudes, Teacher Attitudes, Measures (Individuals), Program Effectiveness, Behavior Change, Symptoms (Individual Disorders), Elementary School Students, Questionnaires, Attention Deficit Disorders, Gender Differences
DOI: 10.1177/1087054707308491
ISSN: 1087-0547
Abstract: Objective: The present study investigates teacher and parent reports of inattention and emotional symptoms in 6,229 primary school children. Method: The assessment included the Emotional Symptoms subscale and the Impact scale from the Strengths and Difficulties Questionnaire and the inattention items from the Swanson, Nolan, and Pelham IV Questionnaire. Results: Children defined as inattentive showed a high risk of being defined as high scorers on the Emotional Symptoms subscale. A high score on both the Inattention and Emotional Symptoms subscales was associated with a high impact score. Teachers but not parents reported a higher risk of such co-occurrence of symptoms in girls than in boys. Conclusion: Inattentive children should be screened for emotional problems by use of the multi-informants method. (Contains 3 tables.)
Abstractor: Author
Number of References: 37
Entry Date: 2008
Accession Number: EJ793567
Database: ERIC
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Abstract:Objective: The present study investigates teacher and parent reports of inattention and emotional symptoms in 6,229 primary school children. Method: The assessment included the Emotional Symptoms subscale and the Impact scale from the Strengths and Difficulties Questionnaire and the inattention items from the Swanson, Nolan, and Pelham IV Questionnaire. Results: Children defined as inattentive showed a high risk of being defined as high scorers on the Emotional Symptoms subscale. A high score on both the Inattention and Emotional Symptoms subscales was associated with a high impact score. Teachers but not parents reported a higher risk of such co-occurrence of symptoms in girls than in boys. Conclusion: Inattentive children should be screened for emotional problems by use of the multi-informants method. (Contains 3 tables.)
ISSN:1087-0547
DOI:10.1177/1087054707308491