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CC BY 4.0 · Arq Neuropsiquiatr 2024; 82(S 02): S53-S176
DOI: 10.1055/s-0045-1807096
ID: 710
Area: Neuropsychiatric disorders and learning disorders
Presentation method: Presentation Poster

Convergent validation and diagnostic performance of a new executive functioning behavior scale in identifying children with attention-deficit/hyperactivity disorder: a population-based study

Renato Arruda
1   Centro Universitário de Votuporanga, Votuporanga SP, Brazil.
2   Instituto Glia, Ribeirão Preto SP, Brazil.
3   Pontifícia Universidade Católica, Rio de Janeiro RJ, Brazil.
,
Pedro Custodio D'Amico
1   Centro Universitário de Votuporanga, Votuporanga SP, Brazil.
2   Instituto Glia, Ribeirão Preto SP, Brazil.
3   Pontifícia Universidade Católica, Rio de Janeiro RJ, Brazil.
,
Louise Marques
1   Centro Universitário de Votuporanga, Votuporanga SP, Brazil.
2   Instituto Glia, Ribeirão Preto SP, Brazil.
3   Pontifícia Universidade Católica, Rio de Janeiro RJ, Brazil.
,
Luis Anunciaçao
1   Centro Universitário de Votuporanga, Votuporanga SP, Brazil.
2   Instituto Glia, Ribeirão Preto SP, Brazil.
3   Pontifícia Universidade Católica, Rio de Janeiro RJ, Brazil.
,
Marco Antonio Arruda
1   Centro Universitário de Votuporanga, Votuporanga SP, Brazil.
2   Instituto Glia, Ribeirão Preto SP, Brazil.
3   Pontifícia Universidade Católica, Rio de Janeiro RJ, Brazil.
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    *Correspondence: arruda.renato@gmail.com.

    Abstract

    Background: Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms are strongly correlated with and predictive of executive dysfunction. The Executive Function Inventory for Children and Adolescents (EFICA) is a scale recently validated and being used clinically and in research for measuring executive functioning (EF) in children aged 5-18 years.

    Objective: Herein, a large populational sample of children was used to examine the convergent validation and diagnostic performance of this new instrument in identifying children with ADHD from typically developing children.

    Methods: Parents and teachers fulfilled validated questionnaires, including the parents' (EFICA-P) and teacher’s (EFICA-T) versions of the EFICA, the Item Teacher and Parent Rating Scale (SNAP- IV), and the Strengths and Difficulties Questionnaire (SDQ) added by the impact supplement. ADHD was ascertained according to DSM-V criteria. Difference between means and correlation analysis among EFICA, SNAP-IV and SDQ were conducted, as well as the assessment of sensitivity (Se), specificity (Sp), and the receiver operating characteristic (ROC) curve.

    Results: Analyzable data were obtained from 3,205 children (93.9% of the target sample), 48% females, aged 5-12 years (M=8, SD=1.96). Compared to non-ADHD controls, children with ADHD showed significantly higher EFICA scores, indicating increased EF impairment. The correlation between the EFICA and SDQ was high (r = 0.72, p < 0.001). The sensitivity, specificity, and the area under the ROC curve were, respectively, 0.9, 0.71, and 0.88 for EFICA-P; and 0.89, 0.81, and 0.88 for EFICA-T.

    Conclusion: The EFICA questionnaire performed well in differentiating children with ADHD from non- ADHD controls. The present findings demonstrate promising diagnostic performance of the EFICA scale as an adjuvant measure for ADHD assessment.


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    Publication History

    Article published online:
    12 May 2025

    © 2024. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution 4.0 International License, permitting copying and reproduction so long as the original work is given appropriate credit (https://creativecommons.org/licenses/by/4.0/)

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