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Biomedical subjects

R A Glow

Publications and source records attributed to R A Glow.

6 recordsLinked to original sources
PubMed1982

The stability of child behavior disorders: a one year test-retest study of Adelaide versions of the Conners Teacher and Parent Rating Scales.

The stability of children's disorders was studied, using Adelaide versions of the Conners teachers and parent rating scales, with 5- to 12-year-olds. Of the 20 scales, 14 had high or moderate test-retest stability over the 1-year interval. Most scales also showed discriminant validity over this time. All but 2 of the 14 stable scales gave moderate stability coefficients at each of three age levels. Three teacher scales (Conduct Problem, Socially Rejected, and Antisocial) gave very low stability for the youngest group. Stability was not generally affected by teacher "practice." Little effect of subject selection or repeated-rating bias on scale means was evident. There was a general reduction of some scale means on the second assessment, and the contributions of practice, age, and study-entry effects were examined.

Attention Deficit Disorder with Hyperactivity↗
PubMed1981

Treatment alternatives for hyperactive children - a comment on "problem children" and stimulant drug treatment.

Drug treatment of hyperactivity is palliative not curative, is often a response to adult complaint rather than child disorder, and is unlikely to prove, in the long run, to be the best approach to the treatment of hyperactivity. Concern about the overprescription of stimulants needs to be based on accurate data, and little is known of prescription practices in Australia, which must be estimated from general data on prescription of stimulants. Behavioural approaches to treatment require a much greater effort in promulgation and development, and are almost certainly under-used at present, but like drug treatments, have not been shown to have effects which outlast treatment and are not free from hazard. The difficulties of distinguishing hyperactive from conduct-disordered children appear to be procedural, rather than fundamental, and can be resolved partly by conceptualizing hyperactivity within a trait rather than a disease model.

Amphetamines↗
PubMed1980

Peer and self-rating: children's perception of behavior relevant to hyperkinetic impulse disorder.

Children answered a yes/no 50-item questionnaire on child behavior for each of 23 classroom peers. Cluster analysis of the data facilitated the organization of the items into six scales, each of which showed high internal consistency. The emergence of a cluster of items corresponding to the clinical concept of hyperkinetic impulse disorder was particularly clear, and the derived scale showed substantial convergent and discriminant validity when peer and self ratings were compared. This finding refutes the view that hyperactivity is merely a pejorative term used by adults about child behavior. Clusters describing clearly approved and disapproved behavior (Popular and Bully) did not show such validity. Cross-validation of peer ratings against those of teachers and parents, on previously defined measures, was more limited. However, the higher correlation between peer and teacher ratings of behaviors relevant to hyperactivity than between peer and parent or teacher and parent ratings supports the view that hyperactive-inattentive behavior is determined interactively by the person and the situation, rather than being a context-general trait.

Child↗
PubMed1979

Hyperkinetic impulse disorder: a developmental defect of motivation.

An integrated, testable, bio-psychological theory which proposes that hyperkinetic impulse disorder (H.I.D.) is determined interactively by polygenically inherited and environmental factors is presented and examined in the light of the literature. The theory holds that H.I.D. is a developmental disorder of intrinsic motivation, characterized by poor appreciation of the contingencies between behavior and environmental events. Characteristics of H.I.D. children, including apparent overactivity, impulsivity, impersistence, inattention, and underachievement in academic and social skills, are accounted for, and implications for treatment and management are spelled out.

Achievement↗