This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Leviton, A. Articles by Allred, E. Search for Related Content PubMed PubMed Citation Articles by Leviton, A. Articles by Allred, E. Pubmed/NCBI databases Medline Plus Health Information Child Behavior Disorders Lead Poisoning Learning Disorders Hazardous Substances DB LEAD COMPOUNDS Social Bookmarking                         What's this?

The Boston Teacher Questionnaire. 3. A Reassessment

Neuroepidemiology Unit, Children's Hospital, Department of Neurology, Harvard Medical School, Boston, MA

David Bellinger, PhD

Neuroepidemiology Unit, Children's Hospital, Department of Neurology, Harvard Medical School, Boston, MA

Elizabeth Allred, MS

Neuroepidemiology Unit, Children's Hospital

The prevalence of different types of dysfunction in school was assessed with the Boston Teacher Questionnaire, completed for 1923 children born 8 years earlier in a university-affiliated maternity hospital. Cluster analyses of 15 items on the questionnaire resulted in six two-item clusters and one three-item cluster that were identical for girls and boys. We identified children as having a syndrome if they possessed all features of the cluster-defined syndrome. The most prevalent syndrome, consisting of both daydreaming and distractibility items, occurred in 18.5% of boys and 11.5% of girls. Boys were also more likely than girls to be identified as having the reading syndrome (11.6% and 7.7%, respectively), the hyperactivity/impulsivity syndrome (6.1% and 1.5%), and the syndrome characterized by frustration intolerance and peer problems (9.5% and 4.0%). The prevalences of the remaining three syndromes were similar in both sexes (arithmetic, 11.3% and 10.3%; difficulty following instructions, 5.1% and 4.7%; and the tasks syndrome [characterized by impersistence/dependence/inflexibility], 5.5% and 5.4%). More than 40% of boys and girls with one syndrome also had another. The lower prevalences in this sample than in an earlier-born sample assessed with the same instrument were confined to boys. Reasons for this temporal decrease in one sex only remain obscure. Girls with the reading syndrome were 10 times more likely, and boys with the reading syndrome were five times more likely, than their peers to receive special services and to have repeated a grade. (J Child Neurol 1993;8:64-72).

Journal of Child Neurology, Vol. 8, No. 1, 64-72 (1993)
DOI: 10.1177/088307389300800109


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. F. Kritzer and L. M. Creutz Region and Sex Differences in Constituent Dopamine Neurons and Immunoreactivity for Intracellular Estrogen and Androgen Receptors in Mesocortical Projections in Rats J. Neurosci., September 17, 2008; 28(38): 9525 - 9535. [Abstract] [Full Text] [PDF]

				J. M. Fletcher, S. E. Shaywitz, and B. A. Shaywitz Teacher Questionnaires: A Classification Perspective J Child Neurol, January 1, 1993; 8(1): 3 - 6. [PDF]

				A. Leviton, M. Guild-Wilson, R. K. Neff, and P. Gambill The Boston Teacher Questionnaire. 1. Definition of Syndromes J Child Neurol, January 1, 1993; 8(1): 43 - 53. [Abstract] [PDF]