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Related Experiment Videos

Hyperactive behavior in English schoolchildren: a questionnaire survey.

E Taylor, S Sandberg

    Journal of Abnormal Child Psychology
    |March 1, 1984
    PubMed
    Summary

    National differences in childhood hyperactivity rates are substantial. However, applying a standard measure suggests diagnostic inconsistency, not true behavioral variations, across England and North America.

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    Area of Science:

    • Child Psychology
    • Developmental Psychology
    • Psychiatric Epidemiology

    Background:

    • Significant discrepancies exist in the reported prevalence of childhood hyperactivity between England and North America, exceeding 20-fold.
    • Understanding these variations is crucial for accurate diagnosis and effective intervention strategies.

    Purpose of the Study:

    • To investigate the reasons behind the wide disparities in apparent childhood hyperactivity rates.
    • To compare hyperactivity scores in English schoolchildren with existing data from the United States and Australasia using a standardized assessment tool.

    Main Methods:

    • Administered the Conners Teacher Rating Scale, a standard measure, to 437 English schoolchildren aged 6–9 years.
    • Assessed the reliability and stability of the rating scale and its ability to differentiate between clinical and non-clinical populations.
    • Conducted component analysis to identify distinct behavioral factors, such as hyperactivity-inattentiveness and conduct disorder.

    Main Results:

    • The Conners Teacher Rating Scale demonstrated moderate interrater reliability and temporal stability.
    • The scale effectively distinguished between children referred for psychiatric evaluation and their non-referred peers.
    • English children's mean hyperactivity scores were higher than in most U.S. surveys but lower than in New Zealand.

    Conclusions:

    • Observed national differences in diagnosed childhood hyperactivity are more likely attributable to diagnostic inconsistency than genuine variations in children's behavior.
    • Standardized assessment tools are essential for reducing diagnostic variability in cross-cultural comparisons of child behavior.

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