OBJECTIVES: This study aimed to develop the attention-deficit hyperactivity disorder (ADHD)-After School Checklist (ASK) to evaluate the severity of ADHD symptoms and self-management ability in children and adolescents in South Korea. Additionally, we evaluated the reliability and validity of the scale. METHODS: We developed the ASK to evaluate the effect of ADHD psychopathologies on self-management and interpersonal impulsivity. We investigated the reliability and validity of the scale with 1349 parents (male 56.9%; 1202 parents of non-ADHD children, 147 parents of children with ADHD) in Seoul and Gyeonggi Province, Korea. RESULTS: According to the construct validity test using principal constant analysis with the varimax rotation method, two factors explained 60.7% of the cumulative variance in ASK scores. Cronbach's alpha for the whole scale was 0.71. There was no statistical difference between mean ASK scores at test and retest. Mean total ASK scores of the ADHD group were significantly higher than those of the non-ADHD group (p < 0.001). CONCLUSION: The ASK can be used as a reliable and valid tool to evaluate not only self-management capability of children and adolescents with ADHD in their academic and everyday life, but also their impulsiveness in interpersonal relationships.
Adolescent ; Checklist* ; Child ; Gyeonggi-do ; Humans ; Impulsive Behavior ; Korea ; Mass Screening ; Methods ; Parents ; Reproducibility of Results ; Self Care ; Seoul

OBJECTIVES: This study aimed to evaluate the efficacy of the attention-deficit/hyperactivity disorder (ADHD)-After School Checklist (ASK) by comparing the results of the Comprehensive Attention Test (CAT) and Clinical Global Impression-Severity (CGI-S) Scale and then by calculating the area under the receiver operating characteristic (ROC) curve. METHODS: We performed correlation analyses on the ASK and CAT results and then the ASK and CGI-S results. We created a ROC curve and evaluated performance on the ASK as a diagnostic tool. We then analyzed the test results of 1348 subjects (male 56.8%), including 1201 subjects in the general population and 147 ADHD subjects, aged 6–15 years, from kindergarten to middle school in Seoul and Gyeonggi province, South Korea. RESULTS: According to the correlation analyses, ASK scores and the Attention Quotient (AQ) of CAT scores showed a significant correlation of −0.20–−0.29 (p < 0.05). The t-test between ADHD scores and CGI-S also showed a significant correlation (t=−2.55, p < 0.05). The area under the ROC curve was calculated as 0.81, indicating good efficacy of the ASK, and the cut-off score was calculated as 15.5. CONCLUSION: The ASK can be used as a valid tool not only to evaluate functional impairment of ADHD children and adolescents but also to screen ADHD.
Adolescent ; Animals ; Cats ; Checklist* ; Child ; Gyeonggi-do ; Humans ; Korea ; ROC Curve ; Self Care ; Seoul

OBJECTIVES: This study investigated the prevalence of reading and mathematical learning disabilities of students at primary schools in Jeju Island, South Korea. We examined major causes of learning disabilities including reading disorder, mathematical disorder, attention deficit, and other causes including socioemotional factors. METHODS: We conducted screening processes to 659 participants (340 male, 51%) in 4 elementary schools in Jeju Island. To identify the causes of learning problems, 84 children were administered tests such as the Korean-Wechsler Intelligence Scale for Children-fourth edition, the Comprehensive Learning Test-Reading/Math, and the Comprehensive Attention Test. RESULTS: This study found that 13% of elementary school students in the Jeju region had learning disabilities. Among learning disabilities, specific reading and mathematical disorders accounted for 9% of study subjects. In addition, 2% of participants had intellectual impairment and 1% had other causes such as socioemotional factors. 65% of children with learning disabilities and 74% of children with reading or mathematic disorders had concurrent attention deficit disorder. 68% of children with reading disorders also had comorbid mathematical disorder. CONCLUSION: The prevalence, causes, and comorbidity of reading and mathematical learning disabilities of students in Jeju Island, South Korea did not differ from those in foreign countries. Because most learning disabilities are complex, comprehensive evaluations and tailored interventions are necessary to help children with learning disabilities.
Attention Deficit Disorder with Hyperactivity ; Child* ; Comorbidity ; Dyscalculia ; Dyslexia ; Epidemiology ; Humans ; Intelligence ; Korea ; Learning Disorders* ; Learning* ; Male ; Mass Screening ; Mathematics ; Prevalence*

Objectives: This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. Methods: The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. Results: After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. Conclusion Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.

Objectives: This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. Methods: The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. Results: After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. Conclusion Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.

Objectives: This study verified the diagnostic validity of the Comprehensive Attention Test (CAT) for attention-deficit/hyperactivity disorder (ADHD). Methods: A total of 336 participants were recruited in this study, including 168 patients with ADHD and 168 control group participants who were one-to-one matched for sex and age. We measured selective attention (visual and auditory), sustained attention, interferenceselective attention, divided attention, and working memory in the ADHD and control groups using the CAT. The sensitivity, specificity, positive predictive value, and negative predictive value of the CAT were calculated. Results: In this study, it was found that the sensitivity and specificity of the CAT were 0.879 and 0.846 in children, 0.855 and 0.838 in adolescents, and 0.800 and 0.733 in adults, respectively. Conclusion These results indicate that the CAT has a high diagnostic validity for ADHD from childhood to adulthood.

Objectives: This study verified the diagnostic validity of the Comprehensive Attention Test (CAT) for attention-deficit/hyperactivity disorder (ADHD). Methods: A total of 336 participants were recruited in this study, including 168 patients with ADHD and 168 control group participants who were one-to-one matched for sex and age. We measured selective attention (visual and auditory), sustained attention, interferenceselective attention, divided attention, and working memory in the ADHD and control groups using the CAT. The sensitivity, specificity, positive predictive value, and negative predictive value of the CAT were calculated. Results: In this study, it was found that the sensitivity and specificity of the CAT were 0.879 and 0.846 in children, 0.855 and 0.838 in adolescents, and 0.800 and 0.733 in adults, respectively. Conclusion These results indicate that the CAT has a high diagnostic validity for ADHD from childhood to adulthood.

Objectives: This study verified the diagnostic validity of the Comprehensive Attention Test (CAT) for attention-deficit/hyperactivity disorder (ADHD). Methods: A total of 336 participants were recruited in this study, including 168 patients with ADHD and 168 control group participants who were one-to-one matched for sex and age. We measured selective attention (visual and auditory), sustained attention, interferenceselective attention, divided attention, and working memory in the ADHD and control groups using the CAT. The sensitivity, specificity, positive predictive value, and negative predictive value of the CAT were calculated. Results: In this study, it was found that the sensitivity and specificity of the CAT were 0.879 and 0.846 in children, 0.855 and 0.838 in adolescents, and 0.800 and 0.733 in adults, respectively. Conclusion These results indicate that the CAT has a high diagnostic validity for ADHD from childhood to adulthood.

Objectives: This study verified the diagnostic validity of the Comprehensive Attention Test (CAT) for attention-deficit/hyperactivity disorder (ADHD). Methods: A total of 336 participants were recruited in this study, including 168 patients with ADHD and 168 control group participants who were one-to-one matched for sex and age. We measured selective attention (visual and auditory), sustained attention, interferenceselective attention, divided attention, and working memory in the ADHD and control groups using the CAT. The sensitivity, specificity, positive predictive value, and negative predictive value of the CAT were calculated. Results: In this study, it was found that the sensitivity and specificity of the CAT were 0.879 and 0.846 in children, 0.855 and 0.838 in adolescents, and 0.800 and 0.733 in adults, respectively. Conclusion These results indicate that the CAT has a high diagnostic validity for ADHD from childhood to adulthood.

Objectives: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word–sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.