1

Convergent and Discriminant Validity of Child and Adolescent Behavior Inventory Scale
Scores with Well-Established Psychopathology and Achievement Measures in Adolescents
with ADHD

Table S1

Studies with the Child and Adolescent Behavior Inventory and Child and Adolescent Disruptive

Behavior Inventory by Country of Data Collection

______________________________________________________________________________

Child and Adolescent Behavior Inventory Studies (current scale)

Chile

Arias, V. B., Arias, B., Burns, G. L., & Servera, M. (2019). Invariance of parent ratings of attention
deficit hyperactivity disorder symptoms for children with and without intellectual disability. Journal of
Applied Research in Intellectual Disabilities, 32, 288-299.

South Korea

Jung, S., Lee, S., Burns, G. L., & Becker, S. P. (2020). Internal and external validity of self-report and
parent-report measures of sluggish cognitive tempo in South Korean adolescents, Journal
of Psychopathology and Behavioral Assessment. Advance online publication.

Spain

Arias, V. B., Arias, B., Burns, G. L., & Servera, M. (2019). Invariance of parent ratings of attention
deficit hyperactivity disorder symptoms for children with and without intellectual disability. Journal of
Applied Research in Intellectual Disabilities, 32, 288-299.

Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. P. (2020). Application of the
bifactor S – 1 model to multisource ratings of ADHD/ODD symptoms: An appropriate bifactor model for
symptom ratings. Journal of Abnormal Child Psychology, 48, 881-894.

Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. D. (2020). Promises and pitfalls of
latent variable approaches to understanding psychopathology: Reply to Burke and Johnston, Eid,
Junghänel and colleagues, and Willoughby. Journal of Abnormal Child Psychology, 48, 917-922.

Burns, G. L., Servera, M., & Becker, S. P. (2020). Psychometric properties and initial normative
information on the Child and Adolescent Behavior Inventory with mother, father, and teacher ratings of
Spanish Children. Psicothema. Advance online publication.

Navarro-Soria, I., Servera, M., & Burns, G. (2020). Association of foster care and its duration with
clinical symptoms and impairment: Foster care versus non-foster care comparisons with Spanish
children. Journal of Child and Family Studies, 29, 526-533.
 2

Sáez, B., Servera, M., Becker, S. P. & Burns, G. L. (2019a). Optimal items for assessing
sluggish cognitive tempo in children across mother, father, and teacher ratings. Journal of Clinical Child
and Adolescent Psychology, 48, 825-839.

Sáez, B., Servera, M., Burns, G. L., & Becker, S. P. (2019b). Advancing the multi-informant assessment
of sluggish cognitive tempo: Child self-report in relation to parent and teacher ratings of sluggish
cognitive tempo and impairment. Journal of Abnormal Child Psychology, 47, 35-46.

Servera, M., Sáez, B., Burns, G. L., & Becker, S. P. (2018). Clinical differentiation of sluggish cognitive
tempo and attention-deficit/hyperactivity disorder in children. Journal of Abnormal Psychology, 127, 818-
829.

Turkey

Başay, O., Çiftçi, E., Becker, S. P., & Burns, G. L. (in press). Validity of sluggish cognitive tempo in
Turkish children and adolescents. Child Psychiatry and Human Development.

United States

Becker, S. P., Burns, G. L., Schmitt, A. P., Epstein, J. N., & Tamm, L. (2019). Toward establishing a
standard symptom set for assessing sluggish cognitive tempo in children: Evidence from teacher ratings
in a community sample. Assessment, 26, 1128-1141.

Becker, S. P., Mossing, K. W., Zoromski, A. K., Vaughn, A. J., Epstein, J. N., Tamm, L., & Burns, G.
L. (2020). Assessing sluggish cognitive tempo and ADHD inattention in elementary students: Empirical
differentiation, invariance across sex and grade, and measurement precision. Psychological Assessment,
32, 1047–1056.

Burns, G. L. & Becker, S. P. (2019). Sluggish cognitive tempo and ADHD in nationally representative
U.S. children: Empirical and clinical differentiation using categorical and dimensional approaches.
Journal of Clinical Child and Adolescent Psychology. Advance online publication.

Burns, G. L., Preszler, J., & Becker, S. P. (2020). Psychometric and normative information on the Child
and Adolescent Behavior Inventory in a nationally representative sample of United States children.
Journal of Clinical Child and Adolescent Psychology. Advance online publication.

Child and Adolescent Disruptive Behavior Inventory (earlier versions of scale)

Brazil

Burns, G.L., Moura, M.A., Walsh, J.A., Desmul, C., Silpakit, C. & Sommers-Flanagan, J. (2008).
Invariance and convergent and discriminant validity between mothers’ and fathers’ ratings of oppositional
defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian,
Thai, and American children. Psychological Assessment, 20, 121-130.

Moura, M. A. & Burns, G. L. (2010). Oppositional defiant disorder toward adults and oppositional
defiant disorder toward other children: Evidence for two separate constructs with mothers’ and fathers’
ratings of Brazilian children. Journal of Child Psychology and Psychiatry, 51, 23-30.

Chile
 3

Belmar, M., Servera, M., Becker, S. P., & Burns, G. L (2017). Validity of sluggish cognitive tempo in
South America: An initial examination using mother and teacher ratings of Chilean children. Journal of
Attention Disorders, 21, 667-672.

Malaysia

Burns, G. L., Walsh, J. A., & Gomez, R. (2006). Measurement and structural invariance of parent ratings
of ADHD and ODD symptoms across gender for American and Malaysian children. Psychological
Assessment, 18, 452-457.

Nepal

Khadka, G., Burns, G. L., & Becker, S. P. (2016). Internal and external validity of sluggish cognitive
tempo and ADHD inattention dimensions with teacher ratings of Nepali children. Journal of
Psychopathology and Behavioral Assessment, 38, 433-442.

South Korea

Lee, S. Y., Burns, G. L., & Becker, S. P. (2017). Can sluggish cognitive tempo be distinguished from
ADHD inattention in very young children? Evidence from a sample of Korean preschool children.
Journal of Attention Disorders, 21, 623-631.

Lee, S.Y., Burns, G. L., & Becker, S. P. (2018). Towards establishing the transcultural validity of
sluggish cognitive tempo: Evidence from a sample of South Korean children. Journal of Clinical Child
and Adolescent Psychology, 47, 61-68.

Spain

Bernad, M., Servera, M., Grases, G., Collado, S., & Burns, G. L. (2014). A cross-sectional and
longitudinal investigation of the external correlates of sluggish cognitive tempo and ADHD-inattention
symptoms dimensions. Journal of Abnormal Child Psychology, 42, 1225–1236.

Bernad, M., Servera, M., Becker, S. P., & Burns, G. L. (2016). Sluggish cognitive tempo and ADHD
inattention as predictors of externalizing, internalizing, and impairment domains: A 2-year longitudinal
study. Journal of Abnormal Child Psychology, 44, 771-785.

Burns, G. L., Servera, M., Bernad, M. M., Carrillo, J., & Cardo, E. (2013). Distinctions between
sluggish cognitive tempo, ADHD-IN, and depression symptom dimensions in Spanish first-grade
children. Journal of Clinical Child and Adolescent Psychology, 42, 796-808.

Burns, G. L., Servera, M., Bernad, M., Carrillo, J. M., & Geiser, C. (2014) Ratings of ADHD symptoms
and academic impairment by mothers, fathers, teachers and aides: Construct validity within and across
settings as well as occasions. Psychological Assessment, 26, 1247-1258.

Burns, G. L., Becker, S. P., Servera, M., Bernad, M., M., & García-Banda, G. (2017). Sluggish cognitive
tempo and ADHD inattention in the home and school contexts: Parent and teacher invariance and cross-
setting validity. Psychological Assessment, 29, 209-220.

Geiser, C., Burns, G. L., & Servera, M. (2014). Testing for measurement invariance and latent mean
differences across methods: Interesting incremental information from multitrait-multimethod studies.
Frontiers in Quantitative Psychology and Measurement, 5, 1-19.
 4

Geiser, C., Litson, K., Bishop, J., Burns, G. L., & Servera, M. (2015). Analyzing person, situation, and
person × situation interaction effects: Latent state-trait models for the combination of random and fixed
situations. Psychological Methods, 20, 165-192.

Geiser, C., Hintz, F., Burns, G. L., & Mateu, S. (2019). Structural equation modeling of multiple-
indicator multimethod-multioccasion data: A primer. Personality and Individual Differences, 136, 79-89.

Hintz F. A., Geiser C., Burns G. L., & Servera, M. (2019). Examining quadratic relationships between
traits and methods in two multitrait-multimethod models. Frontiers in Psychology. 10:353. doi:
10.3389/fpsyg.2019.00353

Litson, K. Geiser, C., Burns, G. L., & Servera, M. (2017). Examining trait x method interactions using
mixture distribution multitrait-multimethod models. Structural Equation Modeling, 24, 31-51.

Litson, K., Geiser, C., Burns, G. L., & Servera, M. (2018). Trait and state variance in multi-informant
assessments of ADHD and academic impairment in Spanish first-grade children. Journal of Clinical
Child and Adolescent Psychology, 47, 699-712.

Preszler, J., Burns, G. L., Litson, K., Geiser, C., & Servera, M. (2017). Trait and state variance in
oppositional defiant disorder symptoms: A multi-source investigation with Spanish children.
Psychological Assessment, 29, 135-147.

Preszler, J., & Burns, G. L. (2019). Network analysis of ADHD and ODD symptoms: Novel insights or
redundant findings with the latent variable model? Journal of Abnormal Child Psychology, 47, 1599-
1610.

Preszler, J., Burns, G. L., Litson, K., Geiser, C., Servera, M., & Becker, S. P. (2019). How consistent is
sluggish cognitive tempo across occasions, sources, and settings? Evidence from latent state-trait
modeling. Assessment, 29, 99-110.

Preszler, J., Burns, G. L., Becker, S. P., & Servera, M. (2020). Multisource longitudinal network and
latent variable model analyses of ADHD symptoms. Journal of Clinical Child and Adolescent
Psychology.

Seijas, R., Servera, M., Garcia-Banda, G., Barry, C., & Burns, G. L. (2018). Evaluation of a four-item
DSM-5 limited prosocial emotions specifier scale within and across settings with Spanish children.
Psychological Assessment, 30, 474-485.

Seijas, R., Servera, M., Garcia-Banda, G., Burns, G. L., Preszler, J., Barry, C., Litson, K., & Geiser, C.
(2019). Consistency of limited prosocial emotions across occasions, sources, and settings: Trait- or state-
like construct in a young community sample? Journal of Abnormal Child Psychology, 47, 47–58.

Servera, M., Bernad, M. M., Carrillo, J. M., Collado, S., & Burns, G. L. (2016). Longitudinal correlates of
sluggish cognitive tempo and ADHD-inattention symptom dimensions with Spanish children. Journal of
Clinical Child and Adolescent Psychology, 45, 632-641.

Servera, M. Seijas, R., García-Banda, G., Barry, C. T., Beauchaine, T. P., & Burns, G. L. (2020).
Longitudinal associations of callous/unemotional and oppositional defiant behaviors over a three-year
interval for Spanish children. Development and Psychopathology, 32, 481-490.
 5

Thailand

Burns, G.L., Moura, M.A., Walsh, J.A., Desmul, C., Silpakit, C. & Sommers-Flanagan, J. (2008).
Invariance and convergent and discriminant validity between mothers’ and fathers’ ratings of oppositional
defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian,
Thai, and American children. Psychological Assessment, 20, 121-130.

Burns, G. L., Walsh, J. A., Servera, M., Lorenzo-Seva, U., Cardo, E., & Rodríguez-Fornells, A. (2013).
Construct validity of ADHD/ODD rating scales: Recommendations for the evaluation of forthcoming
DSM-V ADHD/ODD scales. Journal of Abnormal Child Psychology, 41, 15-26.

Burns, G. L., Desmul, C., Walsh, J. A., Silpakit, C., & Ussahawanitchakit, P. (2009). A multitrait
(ADHD-IN, ADHD-HI, ODD toward adults, academic and social Competence) by multisource (mothers
and fathers) evaluation of the invariance and convergent/ discriminant validity of the Child and
Adolescent Disruptive Behavior Inventory with Thai adolescents. Psychological Assessment, 21, 635-
641.

Khadka, G., & Burns, G. L. (2013). A measurement framework to determine the construct validity of
ADHD/ODD rating scales: Additional evaluations of the Child and Adolescent Disruptive Behavior
Inventory. Journal of Psychopathology and Behavioral Assessment, 35, 283-292.

Shipp, F., Burns, G. L., & Desmul, C. (2010). Construct validity of the teacher version of the Child and
Adolescent Disruptive Inventory with Thai adolescents. Journal of Psychopathology and Behavior
Assessment, 32, 557-564.

United States

Burns, G. L., Walsh, J. A., Patterson, D. R., Holte, C. S., Sommers-Flanagan, R., & Parker, C. M. (1997).
Internal validity of the disruptive behavior disorder symptoms: Implications from parent ratings for a
dimensional approach to symptom validity. Journal of Abnormal Child Psychology, 25, 307-319.

Burns, G. L., Walsh, J. A., Owen, S. M., & Snell, J. (1997). Internal validity of the ADHD, ODD, and
overt CD symptoms in young children: Implications from teacher ratings for a dimensional approach to
symptom validity. Journal of Clinical Child Psychology, 26, 266-275.

Burns, G. L., Walsh, J. A., Patterson, D. R., Holte, C. S., Sommers-Flanagan, R., & Parker, C. M. (2001).
Attention-deficit and disruptive behavior disorder symptoms: Usefulness of a frequency count procedure
to measure these symptoms. European Journal of Psychological Assessment, 17, 25-35.

Burns, G. L., Walsh, J. A., Boe, B., Sommers-Flanagan, R., & Teegarden, L. A. (2001). A confirmatory
factor analysis on the DSM-IV ADHD and ODD symptoms: What is the best model for the organization
of these symptoms? Journal of Abnormal Child Psychology, 29, 339-349.

Burns, G. L., Walsh, J. A., & Gomez, R. (2006). Measurement and structural invariance of parent ratings
of ADHD and ODD symptoms across gender for American and Malaysian children. Psychological
Assessment, 18, 452-457

Burns, G.L., Moura, M.A., Walsh, J.A., Desmul, C., Silpakit, C. & Sommers-Flanagan, J. (2008).
Invariance and convergent and discriminant validity between mothers’ and fathers’ ratings of oppositional
defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian,
Thai, and American children. Psychological Assessment, 20, 121-130.
 6

Burns, G. L., Walsh, J. A., Servera, M., Lorenzo-Seva, U., Cardo, E., & Rodríguez-Fornells, A. (2013).
Construct validity of ADHD/ODD rating scales: Recommendations for the evaluation of forthcoming
DSM-V ADHD/ODD scales. Journal of Abnormal Child Psychology, 41, 15-26.

Burns, G. L., Moura, M. A., Beauchaine, T. P., & McBurnett, K. (2014). Bifactor Latent Structure of
ADHD/ODD Symptoms: Predictions of dual-pathway/trait-impulsivity etiological models of ADHD.
Journal of Child Psychology and Psychiatry, 55, 393-401.

Lee, S.Y., Burns, G. L., Snell, J., & McBurnett, K. (2014). Validity of the sluggish cognitive tempo
symptom dimension in children: Sluggish cognitive tempo and ADHD-Inattention as distinct symptom
dimensions. Journal of Abnormal Child Psychology, 42,7-19.

Skansgaard, E. P., & Burns, G. L. (1998). Comparison of DSM-IV ADHD combined and predominantly
inattention types: Convergent and discriminant validity between teacher ratings and direct observations
of inattentive, hyperactivity/impulsivity, slow cognitive tempo, oppositional defiant, and overt conduct
disorder symptoms. Child and Family Behavior Therapy, 20, 1-14.

Taylor, T. K., Burns, G. L., Rusby, J. C., & Foster, E. M. (2006). Oppositional defiant disorder toward
adults and oppositional defiant disorder toward peers: Initial evidence for two separate constructs.
Psychological Assessment, 18, 439-443.

____________________________________________________________________________________

Note. Electronic copies of these papers are available from the first author.
 7

Table S2

Child and Adolescent Behavior Inventory Items on the Parent Rating Scale
______________________________________________________________________________

Sluggish Cognitive Tempo Scale

1. Behavior is slow (sluggish)

2. Lost in a fog
3. Stares blankly into space
4. Drowsy or sleepy (yawns) during the day
5. Daydreams
6. Loses train of thought
7. Low level of activity (underactive)
8. Gets lost in own thought
9. Easily tired or fatigued
10. Forgets what was going to say
11. Easily confused
12. Spaces or zones out
13. Gets mixed up
14. Thinking is slow
15. Difficulty expressing thoughts (e.g., gets “tongue-tied”)
16. Lacks motivation to complete tasks1

ADHD-Inattention Scale

1. Fails to give close attention to details or makes careless mistakes

2. Has difficulty keeping attention focused during tasks
3. Does not seem to listen when spoken to directly
4. Does not follow through on instructions and fails to finish tasks
5. Shows poor organization skills
6. Avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort
7. Loses things
8. Easily distracted by irrelevant (minor or little) things
9. Forgetful in daily activities

1 This item failed to demonstrate convergent validity with SCT and discriminant validity with ADHD-IN in previous
studies (Becker, Burns, Schmitt, Epstein, & Tamm , 2019, Assessment; Sáez, Servera, Becker, & Burns, 2019,
Journal of Clinical Child and Adolescent Psychology). Accordingly, this item is not considered a core SCT item or
used in the SCT scale score but is instead an experimental SCT item.
 8

ADHD-Hyperactivity/Impulsivity Scale

1. Fidgets with or taps hands or feet or squirms in seat

2. Leaves his or her seat when remaining seated is expected
3. Runs about or climbs on things when inappropriate (adolescents may report excessive
feelings of restlessness)
4. Too loud or noisy during activities
5. Acts as if “driven by a motor” or seems “on the go” (e.g., unable to be still or seems
uncomfortable/restless being still for an extended time; difficult to keep up with)
6. Talks too much
7. Blurts out answers before questions are completed
8. Has difficulty waiting turn
9. Interrupts or intrudes on others

Oppositional Defiant Disorder Scale

1. Argues with adults

2. Loses temper with others
3. Actively defies or refuses to obey adults’ requests or rules
4. Annoys others on purpose
5. Blames others for his or her mistakes or misbehavior
6. Becomes annoyed or irritated by the behavior of others
7. Appears angry or resentful toward others
8. Spiteful or vindictive toward others (e.g., says mean things to hurt others’ feelings or does
mean things to get back at others)
9. Seems irritable/cranky for no apparent reason 2

Anxiety Scale

1. Seems anxious about separation from parents

2. Seems anxious about many things (e.g., worries about nearly everything)
3. Seems anxious about specific objects or situations (e.g., dogs, insects, storms, getting shots,
sight of blood, heights)
4. Seems anxious about contamination (e.g., anxious about germs)
5. Seems anxious about being in social situations
6. Reports having headaches, stomachaches, or feeling sick when there is no obvious reason)

Depression Scale

1. Seems sad, unhappy, or depressed

2. Seems to feel worthless
3. Seems lonely
4. Seems not to enjoy activities that he or she previously thought were fun
5. Seems to feel hopeless about things
6. Seems not to have enough energy to complete tasks or participate in activities that he or she
used to have the energy to do

2 Item nine is an experimental item not used in the ODD scale score.
 9

Callous-Unemotional Behavior Scale3

1. Feels guilty about misbehavior (e.g., feels bad or easily admits when he or she has done
something wrong; apologizes to person he or she hurts)
2. Shows concern for the feelings of others (e.g., shows empathy when bad things happen to
others; does things to make others feel good; tries not to hurt others’ feelings)
3. Feels bad about poor or problematic performance on homework or school tasks (e.g., works
hard on everything he or she does; cares about doing things well)
4. Show feelings in a sincere or genuine manner (e.g., expresses his or her feelings openly to
others; his or her emotions are consistent with actions; emotional displays are not used to
manipulate others)

Social Impairment Scale

1. Interactions with parents

2. Interactions with adults other than parents (grandparents, babysitters, adult family friends)
3. Interactions with brothers and sisters
4. Interactions with peers
5. Interactions in activities in the community (e.g., sports, social activities, church)
6. Interactions when visiting the homes of peers

Academic Impairment Scale

1. Completion of homework assignments

2. Reading skills
3. Arithmetic skills
4. Writing skills
5. Overall academic skills

Friendship Difficulties Scale4

1. Left out of activities by peers

2. Teased by peers
3. Difficulty making friends
4. Difficulty keeping friends

______________________________________________________________________________

Note. A copy of the scale is available from the first or third author.

3 The four CU items are reverse scored so that higher scores represent more CU behaviors.
4 The Friendship Difficulties scale was added to the CABI scales after the current study.