TY - JOUR A1 - Hennig, Timo A1 - Schramm, Satyam Antonio A1 - Linderkamp, Friedrich T1 - Cross-informant disagreement on behavioral symptoms in adolescent attention-deficit/hyperactivity disorder and its impact on treatment effects JF - European Journal of Psychological Assessment N2 - In assessing adolescent behavior difficulties, parents, teachers, and the adolescents themselves are key informants. However, substantial disagreement has been found between informants. Specifically, children with attention-deficit/hyperactivity disorder (ADHD) tend to overestimate their competencies, also known as "positive (illusionary) bias." This study compared parent, teacher, and adolescent ratings of ADHD and other behavioral symptoms in a sample of 114 adolescents with ADHD. Further, the effect of cross-informant disagreement (CID) on treatment outcomes was investigated in a subsample of 54 adolescents who had undergone a training and coaching intervention. Overall, there was moderate agreement among informants. Parent and adolescent ratings were more strongly correlated with each other than with teacher ratings. The strongest discrepancy was found between teacher and adolescent ratings on prosocial behavior. This discrepancy explained 12% of the variance in parent-rated ADHD symptom severity after the intervention. The treatment was less effective in participants with high teacher-adolescent disagreement on prosocial behavior (d = 0.41) than with low disagreement (d = 0.98). These findings suggest that professionals working with adolescents with ADHD should consider multiple sources of information before initiating treatment and pay attention to cross-informant disagreements because these may indicate a risk of diminished treatment effects. KW - informant discrepancies KW - inter-rater reliability KW - positive illusionary bias KW - response to treatment KW - ADHD Y1 - 2017 U6 - https://doi.org/10.1027/1015-5759/a000446 SN - 1015-5759 SN - 2151-2426 VL - 34 IS - 2 SP - 79 EP - 86 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Hennig, Timo A1 - Schramm, Satyam Antonio A1 - Linderkamp, Friedrich T1 - Cross-informant disagreement on behavioral symptoms in adolescent attention-deficit/hyperactivity disorder and its impact on treatment effects T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - In assessing adolescent behavior difficulties, parents, teachers, and the adolescents themselves are key informants. However, substantial disagreement has been found between informants. Specifically, children with attention-deficit/hyperactivity disorder (ADHD) tend to overestimate their competencies, also known as “positive (illusionary) bias.” This study compared parent, teacher, and adolescent ratings of ADHD and other behavioral symptoms in a sample of 114 adolescents with ADHD. Further, the effect of cross-informant disagreement (CID) on treatment outcomes was investigated in a subsample of 54 adolescents who had undergone a training and coaching intervention. Overall, there was moderate agreement among informants. Parent and adolescent ratings were more strongly correlated with each other than with teacher ratings. The strongest discrepancy was found between teacher and adolescent ratings on prosocial behavior. This discrepancy explained 12% of the variance in parent-rated ADHD symptom severity after the intervention. The treatment was less effective in participants with high teacher-adolescent disagreement on prosocial behavior (d = 0.41) than with low disagreement (d = 0.98). These findings suggest that professionals working with adolescents with ADHD should consider multiple sources of information before initiating treatment and pay attention to cross-informant disagreements because these may indicate a risk of diminished treatment effects. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 631 KW - informant discrepancies KW - inter-rater reliability KW - positive illusionary bias KW - response to treatment KW - ADHD Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-441329 SN - 1866-8364 IS - 631 SP - 79 EP - 86 ER - TY - BOOK A1 - Linderkamp, Friedrich A1 - Hennig, Timo A1 - Schramm, Satyam Antonio T1 - ADHS bei Jugendlichen T1 - ADHD in adolescence BT - das Lerntraing LeJA BT - the learning skills training LeJA N2 - ADHS galt lange als eine Störung des Kindesalters. Aber bis zu 80 % der Patienten sind auch noch als Jugendliche betroffen. Gerade sie brauchen Hilfe bei ihren Problemen! In der Schule müssen sie öfter die Klasse wiederholen, im sozialen und emotionalen Bereich gibt es Konflikte mit Gleichaltrigen und Eltern. Unbehandelt drohen psychische Störungen, Drogenmissbrauch oder delinquentes Verhalten. Das vorliegende Lerntraining ist das erste multimodale Behandlungskonzept für Jugendliche im Alter von 12 bis 17 Jahren. Es werden konkrete Probleme und Aufgaben aus Schule und Umwelt behandelt, um daran allgemeine Strategien herzuleiten. Eltern und Lehrer werden intensiv in die Behandlung mit einbezogen. N2 - While minor attention problems in daily life are certainly not uncommon, and almost every learner is familiar with phenomena of less systematic learning and working behavior, Attention-Deficit/Hyperactivity Disorder (ADHD) presents those affected with a wide range of challenges in learning and demanding situations, as well as in social interactions and everyday life. Especially during adolescence, individuals face a multitude of new developmental tasks, such as increasing expectations of their independence, rising academic performance demands, the beginning of career orientation, the gradual separation from parents, and the onset of sexual development. To address both the ADHD-specific issues and the developmental situation of the affected adolescents, the "Learning Training for Adolescents with Attention Disorders - LeJA" was developed. The training has two main objectives: (1) Improving academic or education-related learning and performance behavior. (2) Assisting in coping with normative developmental tasks. The LeJA training combines a cognitive-behavioral learning program to enhance performance behavior with coaching (self-management approach according to Kanfer et al., 2011) to support development-related challenges. The design of the training and the pedagogical-therapeutic relationship between adolescents and trainers are influenced by the results of psychotherapy research by Grawe (2005). LeJA is aimed at professionals in the fields of inclusive and special education, school psychology, psychotherapy and learning therapy, occupational therapy, and social work. It has been extensively evaluated in a randomized controlled group design (Hennig et al., 2016; Schramm et al., 2016). KW - ADHS KW - Jugendalter KW - Intervention KW - Förderung KW - ADHD KW - learning support KW - intervention KW - adolescence Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-608723 PB - Universitätsverlag Potsdam CY - Potsdam ET - 2. ER -