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Google Drive

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Here is the link to the SNAP-IV google drive. Please put your sources and articles here.

Here is an example page you can use:

General Behavior Inventory

Introduction

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This will be the lead section. This section should give a quick summary of what the assessment is. Here are some pointers (please do not use bullet points when writing article):

    • What are the acronyms? What do they stand for?
    • What is the purpose of the measure?
    • What is the intended population of the measure?
    • How long does it take to take/administer the assessment?
    • Who wrote the measure?
    • How many items does the measure contain?
    • What kind of impact did the measure have?
      • Ex: is it more sensitive than existing measures?
    • What kinds of settings is the measure most typically used?
      • Ex: research, clinical

The Swanson, Nolan and Pelham Teacher and Parent Rating Scale (SNAP), developed by James Swanson, Edith Nolan and William Pelham, is a 90-question self-report inventory designed to measure attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in children and young adults.[1]

Each question measures the frequency of a variety of symptoms or behaviors, in which the respondent indicates whether the behavior occurs "not at all", "just a little", "quite a bit", or "very much". The questionnaire takes about 10 minutes to complete and is designed for use with children and young adults ages 6–18.[2] The questionnaire is currently in its 4th version, and its scores have shown good reliability and validity across multiple different study samples.[3]

The study has been

Versions

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    • How many versions of the measure are there?
      • The SNAP-IV has a longer and short form.
    • What is the intended population for each version?
      • . The longer form of the SNAP-IV is used to asses ADHD, oppositional defiant disorder (ODD), and includes items that cover overlapping symptoms of all other childhood psychiatric disorders. The shorter form is used to primarily identify the core symptoms of ADHD and oppositional defiant disorder(ODD).
    • How many items are in each version of the measure?
      • There are 90 questions in the long form and 26 questions in the short form.
    • What are the acronyms for each version?
      • The short form is also reffered to as the MTA form or the Multimodal Treatment Study of ADHD.
    • The SNAP-IV has a longer and short form, which are 90 and 26 question long respectively. The longer form of the SNAP-IV is used to asses ADHD, oppositional defiant disorder (ODD), and includes items that cover overlapping symptoms of all other childhood psychiatric disorders.[4] While the shorter form, which has been referred to as the MTA version, or the Multimodal Treatment Study of ADHD, [5] is used to identify core symptoms of ADHD, which include hyperactivity and inattention, as well as oppositional defiant disorder(ODD). [6]

Reliability

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Reliability

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Reliability refers to whether the scores are reproducible. Unless otherwise specified, the reliability scores and values come from studies done with a United States population sample. Here is the rubric for evaluating the reliability of scores on a measure for the purpose of evidence based assessment.

  • What were the norms from the measure’s first publication?
    • IE what was the demographics of the population used to first validate this measure?
  • What is the internal consistency?
    • Internal consistency: how well the items relate/correlate to one another
    • Normally reported as an alpha or Cronbach's alpha
  • What is the inter-rater reliability?
    • Inter-rater reliability: how consistently the measure gives the same results across different raters (*not applicable for self-report*)
    • Normally reported as kappa
  • What is the test-retest reliability?
    • Test-retest: how consistently the measure gives the same result after the same person takes the test multiple times
Rubric for evaluating norms and reliability for the General Behavior Inventory (table from Youngstrom et al., extending Hunsley & Mash, 2008; *indicates new construct or category)
Criterion Rating (adequate, good, excellent, too good*) Explanation with references
Norms Adequate Multiple convenience samples and research studies, including both clinical and nonclinical samples[citation needed]
Internal consistency (Cronbach’s alpha, split half, etc.) Good Stevens et al. 1998

Coefficient alphas for the ADHD and ODD subscales were above 0.80 for both parent and teacher versions in one study.[4]

Inter-rater reliability Poor Comparison between parent and teacher scoring is poor, with correlations of under 0.50.[4]
Test-retest reliability (stability Good r = .73 over 15 weeks. Evaluated in initial studies,[7] with data also show high stability in clinical trials[citation needed]
Repeatability Not published No published studies formally checking repeatability

Validity

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Validity describes the evidence that an assessment tool measures what it was supposed to measure. There are many different ways of checking validity. For screening measures, diagnostic accuracy and discriminative validity are probably the most useful ways of looking at validity. Unless otherwise specified, the validity scores and values come from studies done with a United States population sample. Here is a rubric for describing validity of test scores in the context of evidence-based assessment.

  • What is the content validity?
    • Content validity: how much the items relate to what you are trying to measure
  • What is the construct validity?
    • Construct validity: how well the assessment is able to measure the abstract concept  it is trying to measure
    • Ex: An ADHD assessment with good construct validity correlates very highly with ADHD diagnoses
  • What is the discriminative validity?
    • Discriminative validity: how well the measure does NOT measure what it is NOT supposed to measure
    • Ex: An ADHD assessment with high discriminative validity would not measure severity of schizophrenic symptoms
  • What is the prescriptive validity?
    • Prescriptive validity: Refers to the capacity of an assessment to inform which intervention will have the best outcomes for a client
  • What is the validity generalization?
    • Validity generalization: how well the validity of the measure holds true across different populations
    • Ex: a measure that has been validated in multiple languages and has high validity with college students, as a self-report, and as a caregiver report would have good validity generalization
  • Is the measure sensitive to treatment? How sensitive?
    • IE: can you use this measure throughout the course of a treatment to see if the treatment is working?
  • What is the clinical utility of the measure?
    • IE: does this measure ultimately help clinicians and clients?
    • Ex: if the measure costs a lot of money to take, is long, cumbersome, and has low validity/reliability, then it would have low clinical utility
Evaluation of validity and utility for the General Behavior Inventory (table from Youngstrom et al., unpublished, extended from Hunsley & Mash, 2008; *indicates new construct or category)
Criterion Rating (adequate, good, excellent, too good*) Explanation with references
Content validity Excellent Covers both DSM diagnostic symptoms and a range of associated features[7]
Construct validity (e.g., predictive, concurrent, convergent, and discriminant validity) Excellent Shows convergent validity with other symptom scales, longitudinal prediction of development of mood disorders,[8][9][10] criterion validity via metabolic markers[7][11] and associations with family history of mood disorder.[12] Factor structure complicated;[7][13] the inclusion of “biphasic” or “mixed” mood items creates a lot of cross-loading
Discriminative validity Excellent Multiple studies show that GBI scores discriminate cases with unipolar and bipolar mood disorders from other clinical disorders[7][14][15] effect sizes are among the largest of existing scales[16]
Validity generalization Good Used both as self-report and caregiver report; used in college student[13][17] as well as outpatient[14][18][19] and inpatient clinical samples; translated into multiple languages with good reliability
Treatment sensitivity Good Multiple studies show sensitivity to treatment effects comparable to using interviews by trained raters, including placebo-controlled, masked assignment trials[20][21] Short forms appear to retain sensitivity to treatment effects while substantially reducing burden[21][22]
Clinical utility Good Free (public domain), strong psychometrics, extensive research base. Biggest concerns are length and reading level. Short forms have less research, but are appealing based on reduced burden and promising data

Development and history

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  • Why was the instrument developed? What need did this instrument meet? When?
    • SNAP-IV was developed in order to keep up with the changes made in every new edition of the Diagnostic and Statistical Manual of Mental Disorders. Researchers in 2003 were critical of the currently existing ADHD rating scales due to the lack of psychometric properties and normative data.[3]
  • If there were previous versions, when were they published?
    • Before SNAP-IV, there were other tests based on the previous DSMs of the time such as the ADHD Rating Scale IV in 1997, the DSM-IV ADHD Rating Scale in 1999 and Vanderbilt ADHD Diagnostic Rating Scales in 2003.[3]

Impact

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  • What was the impact of this assessment? How did it affect assessment in psychiatry, psychology and health care professionals?
  • The SNAP’s construction has consistently been updated in accordance with the latest DSM version, and its regular improvements make it a valuable assessment tool. However, it has been three years since the publication of the DSM-V, and no updated version has been distributed. Moreover, there have been no studies using the SNAP that reported normative information or validity from a large population.
  • What can the assessment be used for in clinical settings? Can it be used to measure symptoms longitudinally? Developmentally?

Use in other populations

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  • How widely has it been used? Has it been translated into different languages? Which languages?
    • The SWAN scale is not very accessible however it has been used in multiple genetic studies and been added to a genomic analysis toolkit (PhenX). The SWAN scale has also been translated into several different languages for ADHD studies in Europe, into Spanish for studies in the United States, and into Chinese to measure psychometric properties.[23]

Research

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  • Any recent research done that is pertinent?
  • There has been a rise in ADHD research in Mainland China utilizing the SNAP-IV test.[24] Recent research in the United States by Dr. Swanson of the SNAP-IV test indicates that the test can be normalized for parent and teacher surveys. [25]

Limitations

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The SNAP’s construction has consistently been updated in accordance with the latest DSM version, and its regular improvements make it a valuable assessment tool. However, it has been three years since the publication of the DSM-V, and no updated version has been distributed. Moreover, there have been no studies using the SNAP that reported normative information or validity from a large population.[26]

See also

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For instance:

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References

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  1. ^ Atkins, MS; Pelham, WE; Licht, MH (March 1985). "A comparison of objective classroom measures and teacher ratings of Attention Deficit Disorder". Journal of abnormal child psychology. 13 (1): 155–67. doi:10.1007/bf00918379. PMID 3973249.
  2. ^ "Scoring Instructions for the SNAP-IV-C Rating Scale" (PDF). Scoring Instructions for the SNAP-IV-C Rating Scale. Retrieved 8 July 2015.
  3. ^ a b c Bussing, R; Fernandez, M; Harwood, M; Wei, Hou; Garvan, CW; Eyberg, SM; Swanson, JM (September 2008). "Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: psychometric properties and normative ratings from a school district sample". Assessment. 15 (3): 317–28. doi:10.1177/1073191107313888. PMID 18310593.
  4. ^ a b c Bussing, Regina; Fernandez, Melanie; Harwood, Michelle; Hou, Wei; Garvan, Cynthia Wilson; Swanson, James M.; Eyberg, Sheila M. (2017-04-07). "Parent and Teacher SNAP-IV Ratings of Attention Deficit/Hyperactivity Disorder Symptoms: Psychometric Properties and Normative Ratings from a School District Sample". Assessment. 15 (3): 317–328. doi:10.1177/1073191107313888. ISSN 1073-1911. PMC 3623293. PMID 18310593.{{cite journal}}: CS1 maint: PMC format (link)
  5. ^ E., Brock, Stephen; R., Jimerson, Shane; L., Hansen, Robin (2009-01-01). Identifying, Assessing, and Treating ADHD at School. Springer-Verlag US. ISBN 9781441905017. OCLC 896259729.{{cite book}}: CS1 maint: multiple names: authors list (link)
  6. ^ Bussing, Regina; Fernandez, Melanie; Harwood, Michelle; Hou, Wei; Garvan, Cynthia Wilson; Swanson, James M.; Eyberg, Sheila M. (2017-04-07). "Parent and Teacher SNAP-IV Ratings of Attention Deficit/Hyperactivity Disorder Symptoms: Psychometric Properties and Normative Ratings from a School District Sample". Assessment. 15 (3): 317–328. doi:10.1177/1073191107313888. ISSN 1073-1911. PMC 3623293. PMID 18310593.{{cite journal}}: CS1 maint: PMC format (link)
  7. ^ a b c d e Depue, Richard A.; Slater, Judith F.; Wolfstetter-Kausch, Heidi; Klein, Daniel; Goplerud, Eric; Farr, David (1981). "A behavioral paradigm for identifying persons at risk for bipolar depressive disorder: A conceptual framework and five validation studies". Journal of Abnormal Psychology. 90 (5): 381–437. doi:10.1037/0021-843X.90.5.381. {{cite journal}}: |access-date= requires |url= (help)
  8. ^ Klein, DN; Dickstein, S; Taylor, EB; Harding, K (February 1989). "Identifying chronic affective disorders in outpatients: validation of the General Behavior Inventory". Journal of consulting and clinical psychology. 57 (1): 106–11. PMID 2925959. {{cite journal}}: |access-date= requires |url= (help)
  9. ^ Mesman, Esther; Nolen, Willem A.; Reichart, Catrien G.; Wals, Marjolein; Hillegers, Manon H.J. (May 2013). "The Dutch Bipolar Offspring Study: 12-Year Follow-Up". American Journal of Psychiatry. 170 (5): 542–549. doi:10.1176/appi.ajp.2012.12030401. {{cite journal}}: |access-date= requires |url= (help)
  10. ^ Reichart, CG; van der Ende, J; Wals, M; Hillegers, MH; Nolen, WA; Ormel, J; Verhulst, FC (December 2005). "The use of the GBI as predictor of bipolar disorder in a population of adolescent offspring of parents with a bipolar disorder". Journal of affective disorders. 89 (1–3): 147–55. PMID 16260043. {{cite journal}}: |access-date= requires |url= (help)
  11. ^ Depue, RA; Kleiman, RM; Davis, P; Hutchinson, M; Krauss, SP (February 1985). "The behavioral high-risk paradigm and bipolar affective disorder, VIII: Serum free cortisol in nonpatient cyclothymic subjects selected by the General Behavior Inventory". The American journal of psychiatry. 142 (2): 175–81. PMID 3970242. {{cite journal}}: |access-date= requires |url= (help)
  12. ^ Klein, DN; Depue, RA (August 1984). "Continued impairment in persons at risk for bipolar affective disorder: results of a 19-month follow-up study". Journal of abnormal psychology. 93 (3): 345–7. PMID 6470321. {{cite journal}}: |access-date= requires |url= (help)
  13. ^ a b Pendergast, Laura L.; Youngstrom, Eric A.; Brown, Christopher; Jensen, Dane; Abramson, Lyn Y.; Alloy, Lauren B. (2015). "Structural invariance of General Behavior Inventory (GBI) scores in Black and White young adults". Psychological Assessment. 27 (1): 21–30. doi:10.1037/pas0000020. {{cite journal}}: |access-date= requires |url= (help)
  14. ^ a b Danielson, CK; Youngstrom, EA; Findling, RL; Calabrese, JR (February 2003). "Discriminative validity of the general behavior inventory using youth report". Journal of abnormal child psychology. 31 (1): 29–39. PMID 12597697. {{cite journal}}: |access-date= requires |url= (help)
  15. ^ Findling, RL; Youngstrom, EA; Danielson, CK; DelPorto-Bedoya, D; Papish-David, R; Townsend, L; Calabrese, JR (February 2002). "Clinical decision-making using the General Behavior Inventory in juvenile bipolarity". Bipolar disorders. 4 (1): 34–42. PMID 12047493. {{cite journal}}: |access-date= requires |url= (help)
  16. ^ Youngstrom, Eric A.; Genzlinger, Jacquelynne E.; Egerton, Gregory A.; Van Meter, Anna R. (2015). "Multivariate meta-analysis of the discriminative validity of caregiver, youth, and teacher rating scales for pediatric bipolar disorder: Mother knows best about mania". Archives of Scientific Psychology. 3 (1): 112–137. doi:10.1037/arc0000024. {{cite journal}}: |access-date= requires |url= (help)
  17. ^ Alloy, LB; Abramson, LY; Hogan, ME; Whitehouse, WG; Rose, DT; Robinson, MS; Kim, RS; Lapkin, JB (August 2000). "The Temple-Wisconsin Cognitive Vulnerability to Depression Project: lifetime history of axis I psychopathology in individuals at high and low cognitive risk for depression". Journal of abnormal psychology. 109 (3): 403–18. PMID 11016110. {{cite journal}}: |access-date= requires |url= (help)
  18. ^ Klein, Daniel N.; Dickstein, Susan; Taylor, Ellen B.; Harding, Kathryn (1989). "Identifying chronic affective disorders in outpatients: Validation of the General Behavior Inventory". Journal of Consulting and Clinical Psychology. 57 (1): 106–111. doi:10.1037/0022-006X.57.1.106. {{cite journal}}: |access-date= requires |url= (help)
  19. ^ Youngstrom, EA; Findling, RL; Danielson, CK; Calabrese, JR (June 2001). "Discriminative validity of parent report of hypomanic and depressive symptoms on the General Behavior Inventory". Psychological assessment. 13 (2): 267–76. PMID 11433802. {{cite journal}}: |access-date= requires |url= (help)
  20. ^ Findling, RL; Youngstrom, EA; McNamara, NK; Stansbrey, RJ; Wynbrandt, JL; Adegbite, C; Rowles, BM; Demeter, CA; Frazier, TW; Calabrese, JR (January 2012). "Double-blind, randomized, placebo-controlled long-term maintenance study of aripiprazole in children with bipolar disorder". The Journal of clinical psychiatry. 73 (1): 57–63. PMID 22152402. {{cite journal}}: |access-date= requires |url= (help)
  21. ^ a b Youngstrom, E; Zhao, J; Mankoski, R; Forbes, RA; Marcus, RM; Carson, W; McQuade, R; Findling, RL (March 2013). "Clinical significance of treatment effects with aripiprazole versus placebo in a study of manic or mixed episodes associated with pediatric bipolar I disorder". Journal of child and adolescent psychopharmacology. 23 (2): 72–9. PMID 23480324. {{cite journal}}: |access-date= requires |url= (help)
  22. ^ Ong, ML; Youngstrom, EA; Chua, JJ; Halverson, TF; Horwitz, SM; Storfer-Isser, A; Frazier, TW; Fristad, MA; Arnold, LE; Phillips, ML; Birmaher, B; Kowatch, RA; Findling, RL; LAMS, Group (1 July 2016). "Comparing the CASI-4R and the PGBI-10 M for Differentiating Bipolar Spectrum Disorders from Other Outpatient Diagnoses in Youth". Journal of abnormal child psychology. PMID 27364346. {{cite journal}}: |access-date= requires |url= (help); |first14= has generic name (help)
  23. ^ Gau, S. S.-F.; Lin, C.-H.; Hu, F.-C.; Shang, C.-Y.; Swanson, J. M.; Liu, Y.-C.; Liu, S.-K. (2009-09-01). "Psychometric Properties of the Chinese Version of the Swanson, Nolan, and Pelham, Version IV Scale-Teacher Form". Journal of Pediatric Psychology. 34 (8): 850–861. doi:10.1093/jpepsy/jsn133. ISSN 0146-8693.
  24. ^ Chou, Wen-Jiun; Huang, Mei-Feng; Chang, Yu-Ping; Chen, Yu-Min; Hu, Huei-Fan; Yen, Cheng-Fang (2017-03-01). "Social skills deficits and their association with Internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder". Journal of Behavioral Addictions. 6 (1): 42–50. doi:10.1556/2006.6.2017.005. ISSN 2062-5871.
  25. ^ Swanson, James M.; Wigal, Timothy; Lakes, Kimberley (2017-04-07). "DSM-V and the Future Diagnosis of Attention-Deficit/Hyperactivity Disorder". Current psychiatry reports. 11 (5): 399–406. ISSN 1523-3812. PMC 3632645. PMID 19785982.{{cite journal}}: CS1 maint: PMC format (link)
  26. ^ COLLETT, BRENT R.; OHAN, JENEVA L.; MYERS, KATHLEEN M. (2003-09-01). "Ten-Year Review of Rating Scales. V: Scales Assessing Attention-Deficit/Hyperactivity Disorder". Journal of the American Academy of Child & Adolescent Psychiatry. 42 (9): 1015–1037. doi:10.1097/01.chi.0000070245.24125.b6. ISSN 0890-8567.


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