User:Hjlucero/SNAP-IV

Google Drive
Here is the link to the SNAP-IV google drive. Please put your sources and articles here.

Here is an example page you can use:

General Behavior Inventory

Introduction
This will be the lead section. This section should give a quick summary of what the assessment is. Here are some pointers (please do not use bullet points when writing article):

The Swanson, Nolan and Pelham Teacher and Parent Rating Scale (SNAP), developed by James Swanson, Edith Nolan and William Pelham, is a 90-question self-report inventory designed to measure attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in children and young adults.
 * What are the acronyms? What do they stand for?
 * What is the purpose of the measure?
 * What is the intended population of the measure?
 * How long does it take to take/administer the assessment?
 * Who wrote the measure?
 * How many items does the measure contain?
 * What kind of impact did the measure have?
 * Ex: is it more sensitive than existing measures?
 * What kinds of settings is the measure most typically used?
 * Ex: research, clinical

Each question measures the frequency of a variety of symptoms or behaviors, in which the respondent indicates whether the behavior occurs "not at all", "just a little", "quite a bit", or "very much". The questionnaire takes about 10 minutes to complete and is designed for use with children and young adults ages 6–18. The questionnaire is currently in its 4th version, and its scores have shown good reliability and validity across multiple different study samples.

The study has been

Versions

 * How many versions of the measure are there?
 * The SNAP-IV has a longer and short form.
 * What is the intended population for each version?
 * . The longer form of the SNAP-IV is used to asses ADHD, oppositional defiant disorder (ODD), and includes items that cover overlapping symptoms of all other childhood psychiatric disorders. The shorter form is used to primarily identify the core symptoms of ADHD and oppositional defiant disorder(ODD).
 * How many items are in each version of the measure?
 * There are 90 questions in the long form and 26 questions in the short form.
 * What are the acronyms for each version?
 * The short form is also reffered to as the MTA form or the Multimodal Treatment Study of ADHD.
 * The SNAP-IV has a longer and short form, which are 90 and 26 question long respectively. The longer form of the SNAP-IV is used to asses ADHD, oppositional defiant disorder (ODD), and includes items that cover overlapping symptoms of all other childhood psychiatric disorders. While the shorter form, which has been referred to as the MTA version, or the Multimodal Treatment Study of ADHD, is used to identify core symptoms of ADHD, which include hyperactivity and inattention, as well as oppositional defiant disorder(ODD).

Reliability
Reliability refers to whether the scores are reproducible. Unless otherwise specified, the reliability scores and values come from studies done with a United States population sample. Here is the rubric for evaluating the reliability of scores on a measure for the purpose of evidence based assessment.


 * What were the norms from the measure’s first publication?
 * IE what was the demographics of the population used to first validate this measure?
 * What is the internal consistency?
 * Internal consistency: how well the items relate/correlate to one another
 * Normally reported as an alpha or Cronbach's alpha
 * What is the inter-rater reliability?
 * Inter-rater reliability: how consistently the measure gives the same results across different raters (*not applicable for self-report*)
 * Normally reported as kappa
 * What is the test-retest reliability?
 * Test-retest: how consistently the measure gives the same result after the same person takes the test multiple times

Validity
Validity describes the evidence that an assessment tool measures what it was supposed to measure. There are many different ways of checking validity. For screening measures, diagnostic accuracy and discriminative validity are probably the most useful ways of looking at validity. Unless otherwise specified, the validity scores and values come from studies done with a United States population sample. Here is a rubric for describing validity of test scores in the context of evidence-based assessment.


 * What is the content validity?
 * Content validity: how much the items relate to what you are trying to measure
 * What is the construct validity?
 * Construct validity: how well the assessment is able to measure the abstract concept  it is trying to measure
 * Ex: An ADHD assessment with good construct validity correlates very highly with ADHD diagnoses
 * What is the discriminative validity?
 * Discriminative validity: how well the measure does NOT measure what it is NOT supposed to measure
 * Ex: An ADHD assessment with high discriminative validity would not measure severity of schizophrenic symptoms
 * What is the prescriptive validity?
 * Prescriptive validity: Refers to the capacity of an assessment to inform which intervention will have the best outcomes for a client
 * What is the validity generalization?
 * Validity generalization: how well the validity of the measure holds true across different populations
 * Ex: a measure that has been validated in multiple languages and has high validity with college students, as a self-report, and as a caregiver report would have good validity generalization
 * Is the measure sensitive to treatment? How sensitive?
 * IE: can you use this measure throughout the course of a treatment to see if the treatment is working?
 * What is the clinical utility of the measure?
 * IE: does this measure ultimately help clinicians and clients?
 * Ex: if the measure costs a lot of money to take, is long, cumbersome, and has low validity/reliability, then it would have low clinical utility

Development and history

 * Why was the instrument developed? What need did this instrument meet? When?
 * SNAP-IV was developed in order to keep up with the changes made in every new edition of the Diagnostic and Statistical Manual of Mental Disorders. Researchers in 2003 were critical of the currently existing ADHD rating scales due to the lack of psychometric properties and normative data.
 * If there were previous versions, when were they published?
 * Before SNAP-IV, there were other tests based on the previous DSMs of the time such as the ADHD Rating Scale IV in 1997, the DSM-IV ADHD Rating Scale in 1999 and Vanderbilt ADHD Diagnostic Rating Scales in 2003.

Impact

 * What was the impact of this assessment? How did it affect assessment in psychiatry, psychology and health care professionals?
 * The SNAP’s construction has consistently been updated in accordance with the latest DSM version, and its regular improvements make it a valuable assessment tool. However, it has been three years since the publication of the DSM-V, and no updated version has been distributed. Moreover, there have been no studies using the SNAP that reported normative information or validity from a large population.
 * What can the assessment be used for in clinical settings? Can it be used to measure symptoms longitudinally? Developmentally?

Use in other populations

 * How widely has it been used? Has it been translated into different languages? Which languages?
 * The SWAN scale is not very accessible however it has been used in multiple genetic studies and been added to a genomic analysis toolkit (PhenX). The SWAN scale has also been translated into several different languages for ADHD studies in Europe, into Spanish for studies in the United States, and into Chinese to measure psychometric properties.

Research

 * Any recent research done that is pertinent?
 * There has been a rise in ADHD research in Mainland China utilizing the SNAP-IV test. Recent research in the United States by Dr. Swanson of the SNAP-IV test indicates that the test can be normalized for parent and teacher surveys.

Limitations
The SNAP’s construction has consistently been updated in accordance with the latest DSM version, and its regular improvements make it a valuable assessment tool. However, it has been three years since the publication of the DSM-V, and no updated version has been distributed. Moreover, there have been no studies using the SNAP that reported normative information or validity from a large population.