Are there shared environmental influences on attention-deficit/hyperactivity disorder? Reply to Wood, Buitelaar, Rijsdijk, Asherson, and Kunsti (2010).

[Correction Notice: An erratum for this article was reported in Vol 136(5) of Psychological Bulletin (see record 2010-17510-007). In the article, the surname of Jonna Kuntsi is misspelled throughout. The online versions of this article have been corrected.] A recent large-scale meta-analysis of twin and adoption studies indicated that shared environmental influences make important contributions to most forms of child and adolescent psychopathology (Burt, 2009b). The sole exception to this robust pattern of results was observed for attention-deficit/hyperactivity disorder (ADHD), which appeared to be largely genetic (and particularly nonadditive genetic) in origin, with no observable influence of the shared environment. The central thesis of Wood, Buitelaar, Rijsdijk, Asherson, and Kunsti (2010) is that, contrary to these findings, shared environmental influences are important for ADHD. As evidence for this thesis, Wood et al. presented a summary of prior twin studies, followed by a discussion of 4 methodological issues that may account for my findings in Burt (2009b). I argue that, although the methodological concerns raised by Wood et al. are very important, they do not undermine my earlier results (Burt, 2009b). I close with a discussion of 2 issues that may allow for some shared environmental influences on ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students.

The negotiation of the freedoms and responsibilities introduced as adolescents begin college may be particularly challenging for those with a trauma history and traumatic stress sequelae (posttraumatic stress disorder; PTSD). The present study examined the prevalence of and risk for trauma and PTSD in a large sample of college students. Matriculating students (N = 3,014; 1,763 female, 1,251 male) at two U.S. universities completed online and paper assessments. Sixty-six percent reported exposure to a Criterion A trauma. Nine percent met criteria for PTSD. Female gender was a risk factor for trauma exposure. Gender and socioeconomic status (SES) were associated with trauma severity. Although in bivariate models, gender and SES were associated with PTSD, multivariate analyses suggested this risk was a function of trauma severity. Thus, students enter college with significant trauma histories and PTSD symptoms. Findings highlight the potential for outreach to incoming students with trauma and point to research directions to enhance understanding of the psychological needs of entering college students. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does attention-deficit/hyperactivity disorder have a dimensional latent structure? A taxometric analysis.

An understanding of the latent structure of attention-deficit/hyperactivity disorder (ADHD) is essential for developing causal models of this disorder. Although some researchers have presumed that ADHD is dimensional and others have assumed that it is taxonic, there has been relatively little research directly examining the latent structure of ADHD. The authors conducted a set of taxometric analyses using data from the NICHD Study of Early Child Care and Youth Development (ns between 667 and 1,078). The results revealed a dimensional latent structure across a variety of different analyses and sets of indicators for inattention, hyperactivity/impulsivity, and ADHD. Furthermore, analyses of correlations with associated features indicated that dimensional models demonstrated stronger validity coefficients with these criterion measures than dichotomous models. These findings jibe with recent research on the genetic basis of ADHD and with contemporary models of ADHD. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?

This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Building an evidence base for DSM–5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section.

The DSM–5 ADHD and Disruptive Behavior Disorders Work Group recently outlined a research agenda designed to support possible revisions to the diagnostic criteria for oppositional defiant disorder (ODD) and conduct disorder (CD). Some of the areas in need of further investigation include (a) examining the clinical utility of the current diagnostic system in girls, (b) further clarifying the developmental progression from ODD to CD, (c) determining whether facets of ODD symptoms can help explain heterotypic continuity and enhance predictive validity, (d) evaluating the clinical utility of a new subtyping scheme for CD on the basis of the presence of callous–unemotional traits, and (e) comparing the clinical utility of dimensional versus categorical conceptualizations of ODD and CD. This special section was organized in an attempt to provide data on these issues using a diverse array of longitudinal data sets consisting of both epidemiological and clinic-based samples that collectively cover a large developmental span ranging from childhood through early adulthood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Are there shared environmental influences on attention-deficit/hyperactivity disorder? Reply to Wood, Buitelaar, Rijsdijk, Asherson, and Kuntsi (2010)": Correction to Burt (2010).

Reports an error in "Are there shared environmental influences on attention-deficit/hyperactivity disorder? Reply to Wood, Buitelaar, Rijsdijk, Asherson, and Kuntsi (2010)" by S. Alexandra Burt (Psychological Bulletin, 2010[May], Vol 136[3], 341-343). In the article, the surname of Jonna Kuntsi is misspelled throughout. The online versions of this article have been corrected. (The following abstract of the original article appeared in record 2010-07936-002.) A recent large-scale meta-analysis of twin and adoption studies indicated that shared environmental influences make important contributions to most forms of child and adolescent psychopathology (Burt, 2009b). The sole exception to this robust pattern of results was observed for attention-deficit/hyperactivity disorder (ADHD), which appeared to be largely genetic (and particularly nonadditive genetic) in origin, with no observable influence of the shared environment. The central thesis of Wood, Buitelaar, Rijsdijk, Asherson, and Kuntsi (2010) is that, contrary to these findings, shared environmental influences are important for ADHD. As evidence for this thesis, Wood et al. presented a summary of prior twin studies, followed by a discussion of 4 methodological issues that may account for my findings in Burt (2009b). I argue that, although the methodological concerns raised by Wood et al. are very important, they do not undermine my earlier results (Burt, 2009b). I close with a discussion of 2 issues that may allow for some shared environmental influences on ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extended time on academic assignments: Does increased time lead to improved performance for children with attention-deficit/hyperactivity disorder?

Researchers examined the impact of an extended time accommodation on appropriate classroom behavior and rate of work completion for 33 children with attention-deficit/hyperactivity disorder (ADHD). Participants received standard (30 min) or extended (45 min) time to complete seatwork in a within-subject, crossover design study. Appropriate behavior (i.e., rule-following behavior) and rate of problems completed accurately per minute were compared across conditions. Children completed significantly more problems correctly per minute when given standard time compared with extended time; however, no difference in appropriate behavior was found between the two conditions. Appropriate behavior over time was examined by segmenting each condition into time intervals. Analyses indicated that children's appropriate behavior significantly decreased over time in both conditions. The implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Striking the (Im)proper balance between scientific advances and clinical utility: Commentary on the DSM–5 proposal for personality disorders.

We review briefly the contributions of Skodol et al. (2011a, 2011b), Pincus (2011), and Widiger (2011) describing and critiquing the proposed changes in the assessment of personality and personality disorders for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM–5). Despite the hard work of the DSM–5 Work Group to date, there are shortcomings and areas of controversy in the current proposal that demand further attention and change. We discuss the controversy in the broader context of the DSM over the past 30 years. In addressing specific problems, we focus on the limitations of the proposed system for assessing traits (even as we endorse the movement toward dimensional assessment of personality) and the difficulties posed by the current “hybrid” model that attempts to include both traits and types. In moving forward, we suggest greater emphasis on decision making regarding the presence and severity of any personality disorder (understood on the basis of generalized failures in adaptation) and greater flexibility in identifying the variants of personality disorders in order to accommodate both traits and types more inclusively during this transition toward dimensional approaches to assessment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Therapist differences in cognitive–behavioral psychotherapy for generalized anxiety disorder: A pilot study.

Little is known about factors differentiating more and less effective therapists or the mechanisms through which therapists influence outcome. In the present study, the performance of a small sample of 4 therapists was compared in the context of delivering cognitive–behavioral psychotherapy (CBT) to 32 clients with generalized anxiety disorder. More effective therapists were characterized by higher observer-rated CBT competence, higher client outcome expectations and client treatment credibility assessments, and higher early treatment client ratings of therapeutic alliance quality. Higher early CBT competence was associated with higher client midtreatment outcome expectations, which in turn were associated with better posttreatment outcomes. Although these findings are preliminary given the small sample of therapists and clients, they suggest that the common factor of outcome expectations might be a mechanism through which the specific factor of psychotherapist competence exerts its influence on treatment outcome. The implications of these findings and directions for future research are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Diagnostic efficiency of neuropsychological test scores for discriminating boys with and without attention deficit–hyperactivity disorder.

A growing literature has documented group differences between boys with and without attention deficit–hyperactivity disorder (ADHD) on neuropsychological tests; however, whether or not such tests can discriminate individuals with ADHD from non-ADHD controls remains unclear. This study used conditional probability and receiver operating characteristic analyses to examine the efficiency of test-based diagnostic discriminations in a large sample of referred boys with and without ADHD. Single neuropsychological tests had limited discriminating ability at various cutoff scores. When multiple tests were used together, prediction of ADHD status improved but overall diagnostic efficiency remained limited. Diagnostic efficiency did not differ when medicated and nonmedicated index children were considered separately. Results suggest that children with ADHD show variable deficits on neuropsychological tests of attention and executive functions. Impairments on multiple neuropsychological tests are predictive of ADHD, but normal scores do not rule out the diagnosis. The prognostic implications of variable neuropsychological deficits in children with ADHD require further investigation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Index of reviews and notes on statistical methods and research design in the Psychological Bulletin, 1967–1978.

Updates the previous index of reviews and notes on statistical methods and research design compiled by T. Andrews (1967). Organization of this index is identical to that of the authors' index of literature reviews (see record 1980-06186-001), and summaries and articles on topics of statistics and research design that are included in the larger index are also included in this index. Author and subject indexes are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analytic review of research on gender differences in sexuality, 1993–2007.

In 1993 Oliver and Hyde conducted a meta-analysis on gender differences in sexuality. The current study updated that analysis with current research and methods. Evolutionary psychology, cognitive social learning theory, social structural theory, and the gender similarities hypothesis provided predictions about gender differences in sexuality. We analyzed gender differences in 30 reported sexual behaviors and attitudes for 834 individual samples uncovered in literature searches and 7 large national data sets. In support of evolutionary psychology, results from both the individual studies and the large data sets indicated that men reported slightly more sexual experience and more permissive attitudes than women for most of the variables. However, as predicted by the gender similarities hypothesis, most gender differences in sexual attitudes and behaviors were small. Exceptions were masturbation incidence, pornography use, casual sex, and attitudes toward casual sex, which all yielded medium effect sizes in which male participants reported more sexual behavior or permissive attitudes than female participants. Most effect sizes reported in the current study were comparable to those reported in Oliver and Hyde’s study. In support of cognitive social learning theory, year of publication moderated the magnitude of effect sizes, with gender differences for some aspects of sexuality increasing over time and others decreasing. As predicted by social structural theory, nations and ethnic groups with greater gender equity had smaller gender differences for some reported sexual behaviors than nations and ethnic groups with less gender equity. Gender differences decreased with age of the sample for some sexual behaviors and attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Index of literature reviews and summaries in the Psychological Bulletin, 1967–1978.

Updates a previous compilation by T. Andrews and F. Kerr (1967) covering 1940–1966. Like the earlier index, the current one includes all articles that were wholly or largely reviews of a specialized area of literature, along with published comments on those review articles. Author and subject indexes are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Updating the trainability tests literature on Black–White subgroup differences and reconsidering criterion-related validity.

A number of applied psychologists have suggested that trainability test Black–White ethnic group differences are low or relatively low (e.g., Siegel & Bergman, 1975), though data are scarce. Likewise, there are relatively few estimates of criterion-related validity for trainability tests predicting job performance (cf. Robertson & Downs, 1989). We review and clarify the existing (and limited) literature on Black–White group differences on trainability tests, provide new trainability test data from a recent video-based trainability exam, and present archival data about how trainability test scores relate to cognitive ability, Black–White differences, and job performance. Consistent with hypotheses, our results suggest large correlations of trainability tests with cognitive ability (e.g., .80) and larger standardized ethnic group differences than previously thought (ds of 0.86, 1.10, and 1.21 for 3 samples). Results also suggest that trainability tests have higher validity than previously thought. Overall, our analysis provides a substantial amount of data to update our understanding of the use of trainability tests in personnel selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in left-handedness are also evident in Scandinavia and in twins: Comment on Papadatou-Pastou, Martin, Munafò, and Jones (2008).

The lack of sex difference in left-handedness in Scandinavian countries reported by Papadatou-Pastou, Martin, Munafò, and Jones (2008) is questioned. We investigated the sex difference in left-handedness in two Finnish, one Norwegian, and one Swedish population-based sample not included in the Papadatou-Pastou et al. (2008) meta-analysis. The male-to-female odds ratio across these samples was 1.34 (95% confidence interval = 1.18, 1.51), indicating that the sex difference in left-handedness also exists in Scandinavian countries. Studies show that a similar sex difference in left-handedness is evident in twins as well. Overall, we challenge the contentions of Papadatou-Pastou et al. (a) that a lack of sex differences in left-handedness actually exists in Scandinavia or (b) that any such lack of differences could relate to extremely low levels of cultural masculinity in Scandinavian societies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and gender in the college classroom: A quantitative analysis of faculty–student interactions and perceptions.

Students and instructors from 24 classrooms across 8 departments at a major university were observed in this study to (a) assess for sex differences in faculty–student interactions and in students' perceptions of their college classroom environment, (b) compare student perceptions of their college classroom interaction patterns with observed faculty–student interactions, and (c) assess a variety of demographic characteristics together to determine their singular and/or interactive effects on faculty–student interaction patterns and student perceptions. Male and female students did not differ in their classroom participation or perceptions, and instructors did not interact differently with the male and female students. Student perceptions strongly correlated with their own behaviors and with instructor behaviors. Classroom interactions and student perceptions varied on the basis of different demographic characteristics including instructor sex, class size, instructor monitoring of gender–race equity in the classroom, gender relevance of the course, and the sex ratio of the class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond the birds and the bees and was it good for you?: Thirty years of research on sexual communication.

Sexual experience and expression is of fundamental importance to most people. However, most people do not communicate effectively about sexuality even when it is important to do so. For example, many parents see it as their responsibility to talk to their children about sexuality and yet do not engage in in-depth discussions with their children about sexual topics. Most romantic partners have difficulty telling each other what pleases and displeases them sexually. Many health care professionals do not meet their patients' needs for information about the sexual changes they experience as a result of their disease or treatment. Many psychologists also are not doing a good job of addressing sexuality in the classroom, in practicum and internship settings, and/or with clients. These instances of poor sexual communication are unfortunate as effective sexual communication can have a range of positive outcomes such as more satisfying relationships and positive sexual health and well-being over the life span. This paper reviews sexual communication in all of these contexts, focusing on findings from my program of research spanning more than 30 years. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cultural similarities and differences in group work: Pilot study of a U.S.–Chinese group comparison.

This pilot study representing collaborative cross-cultural research was conducted to compare cross-cultural similarities and differences between 2 comparable task groups by using the 8-step learning through discussion (LTD; W. F. Hill, 1969) method. One LTD group was conducted in the United States with U.S. members; the other LTD group was conducted in China with Chinese members. The same scholarly article on career needs of Chinese middle school students provided the discussion input (M. H. France, Y. Jin, K. Huang, F. Si, & W. Zhang, 1991). Videotapes of each group were made for comparative review by the researchers, providing for analysis of similarities and differences in verbal interaction, nonverbal interaction, leader role, and content themes. Implications of the results and suggestions for U.S. group leaders in working with Chinese task groups are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)