{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,17]],"date-time":"2026-06-17T01:29:52Z","timestamp":1781659792630,"version":"3.54.5"},"reference-count":27,"publisher":"Walter de Gruyter GmbH","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2020,8,18]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec id=\"j_ijamh-2017-0134_s_999_w2aab3b7c18b1b6b1aab1c14b1Aa_w2aab3b7c18b1b6b1aab1c14b1Aa\">\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Despite the need to curb the menace resulting from the negative trajectory of disruptive behaviour disorders (DBD) in societies of the world today, there is yet a dearth of locally standardised tools for the early detection of these disorders in Nigeria. This study was aimed at standardising the DBD teacher rating scale (DBD-TRS) to be culturally specific using teachers\u2019 ratings of their students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijamh-2017-0134_s_998_w2aab3b7c18b1b6b1aab1c14b2Aa_w2aab3b7c18b1b6b1aab1c14b2Aa\">\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>To establish norm scores for the three categories of DBD on the DBD-TRS, to evaluate the reliability, validity, predictive power, sensitivity and specificity of DBD-TRS items for identifying DBD symptoms amongst children\/adolescents between the ages of 4 and 16 years.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijamh-2017-0134_s_997_w2aab3b7c18b1b6b1aab1c14b3Aa_w2aab3b7c18b1b6b1aab1c14b3Aa\">\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey of the five divisions of Lagos was conducted using multi-stage sampling technique. A randomly selected sample of teachers from a selection of regular schools across the five divisions of Lagos retrospectively rated systematically selected samples of their students in absentia; by referring to the names in their class registers for the recently concluded school session. The DBD-TRS and the previously validated strengths and difficulties questionnaire (SDQ) were used for the ratings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijamh-2017-0134_s_996_w2aab3b7c18b1b6b1aab1c14b4Aa_w2aab3b7c18b1b6b1aab1c14b4Aa\">\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Ratings were completed for 1508 children\/adolescents by 197 teachers from 30 regular schools. The norm scores for the three categories of DBD were determined by gender, age, and grade\/class. Satisfactory psychometric properties were established for the DBD rating scale. All DBD items had high negative predictive power and positive predictive power, high specificity, and low false positive rates. However, ADHD items had lower PPP (0.23\u20130.55).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijamh-2017-0134_s_995_w2aab3b7c18b1b6b1aab1c14b5Aa_w2aab3b7c18b1b6b1aab1c14b5Aa\">\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The DBD rating scale demonstrated sufficient technical merits to be used as a preliminary tool for identifying children that may require further clinical evaluation by mental health experts for behavioural disorders.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1515\/ijamh-2017-0134","type":"journal-article","created":{"date-parts":[[2018,1,13]],"date-time":"2018-01-13T17:16:08Z","timestamp":1515863768000},"source":"Crossref","is-referenced-by-count":2,"title":["Adaptation and validation of the disruptive behaviour disorders teacher rating scale as a screening tool for early detection of disruptive behaviour disorders in schools in a lower-middle income setting"],"prefix":"10.1515","volume":"32","author":[{"given":"Olawunmi","family":"Olagundoye","sequence":"first","affiliation":[{"name":"Lagos State Health Service Commission, General Hospital Lagos , Department of Family Medicine , 1-3 Broad Street, Lagos Island , Lagos , Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alex","family":"Igundunasse","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Social Sciences , University of Lagos , Lagos , Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Morenike","family":"Alugo","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Social Sciences , University of Lagos , Lagos , Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"374","published-online":{"date-parts":[[2018,1,13]]},"reference":[{"key":"2025112723535141071_j_ijamh-2017-0134_ref_001_w2aab3b7c18b1b6b1ab2b2b1Aa_w2aab3b7c18b1b6b1ab2b2b1Aa","doi-asserted-by":"crossref","unstructured":"Lahey B, Loeber R. Framework for a developmental model of oppositional defiant disorder and conduct disorder. In: Routh DK, editor. Disruptive behavior disorders in childhood. New York\/London: Plenum Press; 1994. p. 139\u201380.","DOI":"10.1007\/978-1-4899-1501-6_6"},{"key":"2025112723535141071_j_ijamh-2017-0134_ref_002_w2aab3b7c18b1b6b1ab2b2b2Aa_w2aab3b7c18b1b6b1ab2b2b2Aa","doi-asserted-by":"crossref","unstructured":"Kovacs M, Devlin B. Internalizing disorders in childhood. J Child Psychol Psychiatry. 1998;39:47\u201363.","DOI":"10.1017\/S0021963097001765"},{"key":"2025112723535141071_j_ijamh-2017-0134_ref_003_w2aab3b7c18b1b6b1ab2b2b3Aa_w2aab3b7c18b1b6b1ab2b2b3Aa","doi-asserted-by":"crossref","unstructured":"Bongers IL, Koot HM, Ende J, Verhulst FC. Developmental trajectories of externalizing behaviors in childhood and adolescence. 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