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Network Analysis of ADHD and ODD Symptoms: Novel Insights or Redundant Findings with the Latent Variable Model?

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Abstract

A latent variable model (LVM) and network analysis (NA) were applied to mother and father ratings of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms to determine if NA offers unique insights relative to the LVM. ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and ODD symptoms along with academic competence behaviors (reading, arithmetic, and writing skills) were rated by mothers and fathers of Brazilian (n = 894), Thai (n = 2075), and United States (n = 817) children (Mage = 9.04, SD = 2.12, 49.5% females). LVM indicated that (1) the ADHD-IN, ADHD-HI, and ODD three-factor model yielded a close global-fit with no localized ill-fit; (2) nearly all loadings were substantial; (3) like-symptom loadings, like-symptom thresholds, and like-factor means showed invariance across mothers and fathers; (4) the three factors showed convergent and discriminant validity across mothers and fathers; and (5) only the ADHD-IN showed a unique negative relationship with academic competence. NA indicated that (1) a walktrap community analysis resulted in ADHD-IN, ADHD-HI, and ODD symptom communities; (2) the three symptom communities were consistent across mothers and fathers; (3) only three ADHD-IN symptoms showed unique relationships with the three academic competence items. NA has proven useful for numerous mental disorders. In the current study, NA results were mostly congruent with the LVM model, with a few notable exceptions. The results are discussed in the context of model assumptions and application considerations in the context of ADHD/ODD symptoms relative to other symptom dimensions.

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Notes

  1. The latent variable and network analyses were first performed on each sample separately. The results for each separate sample yielded the same results for the latent variable model. For the networks, each sample yielded identical community structures as well as no significant difference in global strength. The three samples were thus combined into a single sample.

  2. Burns et al. (2008) used a confirmatory factor analysis to evaluate the ADHD-IN, ADHD-HI, and ODD three-factor model separately in the Brazilian, Thai, and American samples. This earlier study also treated the symptom ratings as continuous indicators and used the maximum likelihood estimator. The current study applied more ideal factor analytic procedures to this data (i.e., symptom ratings as ordered-categories and the robust weighted least squares estimator, cross-loadings not restricted to zero, and a careful inspection of the residual matrix for localized ill-fit). Our purpose was not to re-examine the three-factor model with this data. The purpose was rather to have ideal results from the latent variable model in order to evaluate the unique contributions of the network analysis when applied to the same data.

  3. A network for each rater and construct (ADHD-IN, ADHD-HI, and ODD), for a total of six networks, were also estimated, and EI values were calculated to examine if any differences arose in the centrality. The EI values correlated between 0.88 (mothers HI) and 0.95 (both raters ODD), depending on the construct and rater.

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Authors and Affiliations

  1. Department of Psychology, Washington State University, Pullman, WA, 99164-4820, USA

    Jonathan Preszler & G. Leonard Burns

Authors
  1. Jonathan Preszler
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  2. G. Leonard Burns
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Correspondence to Jonathan Preszler.

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The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical Approval

The study was approved by the Washington State University Institutional Review Board (IRB Number #03683).

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Written informed consent was obtained from all parents who participated in the study.

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Appendix

Appendix

Wording of ADHD and ODD Items on Rating Scale

ADHD-Inattention Items

  1. 1.

    Fails to pay close attention to details or makes careless mistakes in homework or other home activities such as chores

  2. 2.

    Has difficulty keeping attention focused on homework or other home activities such as chores

  3. 3.

    Does not seem to listen when spoken to by adults (NOT due to a refusal to obey or a failure to understand the instructions)

  4. 4.

    Does not follow through on instructions from adults and fails to finish activities such as homework or chores (NOT due to a refusal to obey or a failure to understand the instructions)

  5. 5.

    Shows poor organization skills in homework or home activities such as chores

  6. 6.

    Avoids, dislikes or is reluctant to engage in tasks that require concentration and effort such as homework or chores

  7. 7.

    Loses things necessary for tasks or activities (assignments, books, pencils, toys)

  8. 8.

    Easily distracted from tasks and activities by trivial things most children can ignore

  9. 9.

    Forgets to daily activities (forgets to brush teeth, wash hands before meals, do chores, take lunch to school, take assignments to or from school, do homework)

ADHD-Hyperactivity/Impulsivity Items

  1. 1.

    Fidgets with hands or feet or squirms in seat

  2. 2.

    Leaves seat in situations where remaining seated is expected such as mealtimes at home, in restaurants, or at church

  3. 3.

    Runs about or climbs on things where it is appropriate such as at restaurants, at church, or at home

  4. 4.

    Has trouble playing or socializing quietly (makes too much noise)

  5. 5.

    Talks too much during home activities

  6. 6.

    Acts as if “driven by a motor” or seems “on the go”

  7. 7.

    Blurts out answers before the questions are completed

  8. 8.

    Does not wait turn in activities (e.g., games, waiting in lines, to be served at mealtimes)

  9. 9.

    Interrupts or intrudes on others (e.g., butts into others’ games or conversations)

Oppositional Defiant Disorder Items

  1. 1.

    Argues with adults

  2. 2.

    Loses temper or gets angry with adults when doesn’t get his or her own way (sasses, talks back)

  3. 3.

    Refuses to obey adults’ requests or rules

  4. 4.

    Annoys adults on purpose

  5. 5.

    Blames adults for his or her mistakes or misbehavior

  6. 6.

    Gets annoyed or irritated by the behavior of adults

  7. 7.

    Acts angry or resentful toward adults

  8. 8.

    When upset or angry with adults, attempt to get even (vindictive or spiteful)

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Preszler, J., Burns, G.L. Network Analysis of ADHD and ODD Symptoms: Novel Insights or Redundant Findings with the Latent Variable Model?. J Abnorm Child Psychol 47, 1599–1610 (2019). https://doi.org/10.1007/s10802-019-00549-y

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