Background
Methods
Diagnosis of ADHD
Dependent variables of the study
Children’s aggression scale – parent & teacher forms (CAS-P & CAS-T)
Independent variables of the study
The Parental Acceptance/Rejection Questionnaire (PARQ)
Teacher Report Form (TRF)
Statistical methodology
Results
Diagnosic group | N | Percent |
---|---|---|
ADHD | 144 | %37.8 |
ADHD + ODD | 210 | %44.3 |
ADHD + CD | 85 | %17.9 |
TOTAL
|
476
| %100 |
Observed variables
| Mean | SD | n | % | Median | Min | Max |
---|---|---|---|---|---|---|---|
Warmth | 31.79 | 12.87 | |||||
Aggression | 25.71 | 9.13 | |||||
Neglect | 22.49 | 7.37 | |||||
Rejection | 17.03 | 6.01 | |||||
Aggression of Mom, Present | 198 | 61.5% | |||||
Aggression of Dad, Present | 137 | 42.9% | |||||
Aggression of Mom, Past | 88 | 27.8% | |||||
Aggression of Dad, Past | 132 | 41.3% | |||||
Number of people living in the home | 4 | 2 | 9 | ||||
Number of siblings | 1 | 0 | 4 | ||||
Verbal IQ | 96.70 | 16.64 | |||||
Performance IQ | 102.43 | 18.27 | |||||
School success | 47.90 | 12.28 | |||||
Verbal aggression | 11.59 | 9.88 | |||||
Aggression against objects | 2.31 | 2.36 | |||||
Provoked aggression | 4.97 | 4.51 | |||||
Initiated aggression | 2.84 | 3.72 | |||||
Weapon use | 0.05 | 0.31 | |||||
Verbal aggression | 5.64 | 5.80 | |||||
Aggression against objects | 1.51 | 2.59 | |||||
Provoked aggression | 2.93 | 3.26 | |||||
Initiated aggression | 2.11 | 2.75 | |||||
Weapon use | 0.03 | 0.28 |
Measurement model (confirmatory factor analysis)
Measurement( CFA) model | Unstandardized (S.E.) | Standardized |
R
2
| p | |
---|---|---|---|---|---|
Parent Rejection | →Warmth | 1 | 0.25 | 0.06 | |
→Aggression | 2.732 (0.68) | 0.95 | 0.89 | <0.001 | |
→Neglect | 1.867 (0.47) | 0.80 | 0.64 | <0.001 | |
→Rejection | 1.715 (0.43) | 0.90 | 0.81 | <0.001 | |
Family Factors | →Aggression of Mom, Present | 0.912 (0.32) | 0.33 | 0.11 | 0.004 |
→Aggression of dad, Present | 0.706 (0.30) | 0,25 | 0.06 | 0.020 | |
→Aggression of Mom, Past | 0.261 (0.24) | 0.10 | 0.01 | 0.285 | |
→Aggression of dad, Past | 1 | 0.36 | 0.13 | Na | |
→Number of people living in the home | 1.492 (0.38) | 0.29 | 0.08 | <0.001 | |
→Number of siblings | 1 | 0.24 | 0.06 | Na | |
Cognitive Factors | →Verbal IQ | 3.344 (0.82) | 0.88 | 0.78 | <0.001 |
→Performance IQ | 2.883 (0.60) | 0.70 | 0.49 | <0.001 | |
→School success | 1 | 0.36 | 0.13 | Na | |
Aggression at Home | →Verbal aggression | 5.474 (0.46) | 0.87 | 0.75 | <0.001 |
→Aggression against objects | 1 | 0.66 | 0.44 | Na | |
→Provoked aggression | 2.292 (0.20) | 0.79 | 0.63 | <0.001 | |
→Initiated aggression | 1.948 (0.17) | 0.82 | 0.67 | <0.001 | |
→Weapon use | 0.035 (0.01) | 0.18 | 0.03 | 0.006 | |
Aggression at School | →Verbal aggression | 2.535 (0.17) | 0.86 | 0.75 | <0.001 |
→Aggression against objects | 1 | 0.76 | 0.58 | Na | |
→Provoked aggression | 1.582 (0.09) | 0.96 | 0.92 | <0.001 | |
→Initiated aggression | 1.251 (0.08) | 0.90 | 0.81 | <0.001 | |
→Weapon use | 0.035 (0.01) | 0.24 | 0.06 | <0.001 | |
Structural model
| |||||
Parent rejection | →Aggression at Home | 0.101 (0.04) | 0.21 | 0.012 | |
Parent rejection | →Aggression at School | 0.051 (0.04) | 0.08 | 0.238 | |
Family Factors | →Aggression at Home | 6.129 (1.82) | 0.68 | <0.001 | |
Family Factors | →Aggression at School | 4.959 (1.45) | 0.44 | <0.001 | |
Cognitive Factors | →Aggression at Home | -0.043 (0.03) | -0.12 | 0.032 | |
Cognitive Factors | →Aggression at School | -0.024 (0.03) | -0.05 | 0.028 |
Categorical variables
Estimation approach | |||
---|---|---|---|
Measurement
(CFA)
model
| ML | Bayesian | |
Parent rejection | →Warmth | 1 | 1 |
→Aggression | 2.732 | 2.75 | |
→Neglect | 1.867 | 1.70 | |
→Rejection | 1.715 | 1.73 | |
Family Factors | →Aggression of Mom, Present | 0.912 | 0.86 |
→Aggression of Dad Present | 0.706 | 0.65 | |
→Aggression of Mom, Past | 0.261 | 0.26 | |
→Aggression of Dad Past | 1 | 1 | |
→Number of people living in the home | 1.492 | 1.48 | |
→Number of siblings | 1 | 1 | |
Cognitive Factors | →Verbal IQ | 3.344 | 3.42 |
→Performance IQ | 2.883 | 2.65 | |
→School success | 1 | 1 | |
Aggression at Home | →Verbal aggression | 5.474 | 5.65 |
→Aggression against objects | 1 | 1 | |
→Provoked aggression | 2.292 | 2.15 | |
→Initiated aggression | 1.948 | 1.93 | |
→Weapon use | 0.035 | 0.04 | |
Aggression at School | →Verbal aggression | 2.535 | 2.40 |
→Aggression against objects | 1 | 1 | |
→Provoked aggression | 1.582 | 1.66 | |
→Initiated aggression | 1.251 | 1.25 | |
→Weapon use | 0.035 | 0.03 | |
Structural model
| |||
Parent rejection | →Aggression at Home | 0.101 | 0.11 |
Parent rejection | →Aggression at School | 0.051 | 0.06 |
Family Factors | →Aggression at Home | 6.129 | 6.13 |
Family Factors | →Aggression at School | 4.959 | 4.59 |
Cognitive Factors | →Aggression at Home | -0.043 | -0.03 |
Cognitive Factors | →Aggression at School | -0.024 | -0.04 |
Structural model
Testing the model-fit
Discussion
Limitations
Clinical implications
Key points
-
What’s known: Past research has shown that when a child is referred with aggressive symptoms, one of the most common diagnoses is attention-deficit hyperactivity disorder (ADHD).
-
What’s new: Previous studies have not examined which demographic factors, family factors, perception of acceptance/rejection by the mothers and cognitive factors differentially correlate with aggression at home and at school.
-
Findings: Family factors, cognitive factors and perception of acceptance/rejection by the mothers are important aspects of ADHD children’s aggression.
-
This study confirms that family factors affect aggressive behaviors of ADHD children at home and at school settings.
-
Cognitive factors determine the aggressive behaviors of elementary school students’ aggression in both school and home.
-
The child’s perception of acceptance of rejection by the mothers is related to aggression at home and not to aggression at school.
-
Implications: Prevention and intervention programs that target aggressive behaviors of ADHD children by focusing on family factors, cognitive factors and perception of acceptance rejection by parents may have the most impact.