Here, we use the term “Physical Activity” in a generic way, depicting every physical movement produced by muscle activity that increases the metabolic rate at rest. In addition to the clinical meaning of hyperactivity, we distinguish physical activity as an inevitable behavioral correlate. However, these described associations have not been controlled for age. The correlations between parent and teacher ratings were r = 0.42 for hyperactivity/impulsivity and r = 0.43 for Inattention the sample consisted of 78 children aged 6–16. found a correlation between two teacher ratings of r = 0.65 for hyperactivity/impulsivity and r = 0.74 for inattention, with a sample of 50 children aged 6–16 when both ratings depicted the same situation. Correlations in syndrome counts between parent and teacher ratings ranged from only r = 0.27 for hyperactivity/impulsivity to r = 0.34 for inattention. found poor inter-rater agreement for the Vanderbilt Attention Deficit Hyperactivity Disorder Rating Scale, a Questionnaire also including DSM-IV criteria (9 items for inattention and 9 for hyperactivity/impulsivity), in a 243 case sample. The main disadvantages are low inter-rater agreements. ![]() Rating scales have further advantages, such as cost effectiveness, the fact that they can be administered by mail or in an online assessment, or the possibility of being discussed with clinicians. The standardized questions allow for an amplification of the information basis by using multiple informants, which contributes to an assessment of hyperactivity in a standardized way. Rating scales have the advantage of a high face-validity because the DSM-5 proclaimed contents are often explicitly named within the item formulation. Most of these rating scales capture hyperactivity as a core symptom of ADHD. Rating scales for ADHD There are a variety of rating scales to assess ADHD symptoms and hyperactivity using ICD-10 or DSM-5 criteria, e.g., the Conners Rating Scale (CRS), the Vanderbilt Rating Scale, and the ADHD- Self Report System. However, it is important to note that, as yet, there is neither an accepted gold standard nor are there any main criteria capable of comparing validity coefficients. This should facilitate an understanding of the small overlap across the different methods and underline the advantages related to our approach. In the following we present a brief overview to highlight the pros and cons of different assessment approaches, with a focus on hyperactivity. For example, children who are relatively old for their school grade have lower and children who are relatively young for their school grade have a higher incidence of ADHD. A second source of disagreement has its origin in the strong dependency between age and physical activity that is already observable within one cohort of the same age. ![]() This seems to be one source for the reported disagreement across raters not only across clinicians but also across all different rater-types, such as parents, teachers, or blinded raters. In fact, all respected situational facets during clinical evaluation include a subjective judgment by the clinician. Notably, physical or neurobiological markers of hyperactivity are actually not suggested due to a low agreement between physical or neurobiological markers and clinical observation, which has been frequently reported. In the following study, we discuss several approaches for assessing ADHD symptoms we focus on hyperactivity, which represents the main behavioral criteria in this paper.Ĭlinical guidelines suggest a clinical evaluation by experienced clinicians, which could comprise personal observations, a clinical interview, and self- and parental reports by questionnaires for the assessment of ADHD and hyperactivity. The American Psychological Association characterizes ADHD in the DSM-5 as a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with function or development. The prevalence reported in a newer European study that was based on parent and teacher reports was 5.2 %. The method is introduced and explored for the assessment of hyperactivity, and it may contribute objective information for the assessment of Attention-deficit/hyperactivity disorder (ADHD).Īttention deficit hyperactivity disorder, hyperactivity ADHD is the most common neurobehavioral disorder among children, and the reported prevalence rates vary from 2 to 18 %, depending on several factors, e.g., the selected classification system and the studied population. This paper introduces a new objective measure for hyperactivity using compressed webcam-video footage.
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