Protocol - Disinhibiting Behaviors - Impulsivity - Child

Description

The UPPS-P Impulsive Behavior Scale for Children includes 40 self-administered items that are scored as five subscales (urgency, premeditation, perseverance, sensation seeking, and positive urgency). The respondent is asked to read each item and circle the number on a scale that best describes him/her. The 4-item Likert scale includes values for 1 (not at all like me), 2 (not like me), 3 (somewhat like me), and 4 (very much like me).

Specific Instructions

None

Availability

This protocol is freely available; permission not required for use.

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Protocol

Below are a number of statements that describe ways in which people act and think. Read each one carefully and think about whether it is like you. For each statement, circle the number that represents how the statement describes you.

Not At All Like Me	Not Like Me	Somewhat Like Me	Very Much Like Me
1	2	3	4

1. If I feel like doing something, I tend to do it, even if its bad.	1	2	3	4
2. I like new, thrilling things to happen.	1	2	3	4
3. I like to see things through to the end.	1	2	3	4
4. I tend to blurt out things without thinking.	1	2	3	4
5. I am upset when I am not finished with things.	1	2	3	4
6. I like to stop and think about something before I do it.	1	2	3	4
7. When I feel bad, I often do things I later regret in order to make myself feel better now.	1	2	3	4
8. I would like water skiing.	1	2	3	4
9. Once I get going on something I hate to stop.	1	2	3	4
10. I like to know just what to do before I start a project.	1	2	3	4
11. Sometimes when I feel bad, I keep doing something even though it is making me feel worse.	1	2	3	4
12. I enjoy taking risks.	1	2	3	4
13. It is easy for me to think hard.	1	2	3	4
14. I would like parachute jumping.	1	2	3	4
15. I finish what I start.	1	2	3	4
16. I try to take a careful approach to things.	1	2	3	4
17. When I am upset I often act without thinking.	1	2	3	4
18. I like new, thrilling things, even if they are a little scary.	1	2	3	4
19. I tend to get things done on time.	1	2	3	4
20. When I feel rejected, I often say things that I later regret.	1	2	3	4
21. I would like to learn to fly an airplane.	1	2	3	4
22. I am a person who always gets the job done.	1	2	3	4
23. I am very careful.	1	2	3	4
24. I almost always finish projects that I start.	1	2	3	4
25. I like to know what to expect, before doing something new.	1	2	3	4
26. I often make matters worse because I act without thinking when I am upset.	1	2	3	4
27. I would like to ski very fast down a high mountain slope.	1	2	3	4
28. I tend to stop and think before doing things.	1	2	3	4
29. Before making a choice, I tend to think about both the good things and the bad things about the choice.	1	2	3	4
30. When I am mad, I sometimes say things that I later regret.	1	2	3	4
31. I would enjoy fast driving.	1	2	3	4
32. Sometimes I do crazy things I later regret.	1	2	3	4

Following is a group of statements that may describe you to varying degrees. Please answer whether you feel the statement is "very much" like you, "somewhat" like you, "not" like you, or "not at all" like you, using the following scale:

Not At All Like Me	Not Like Me	Somewhat Like Me	Very Much Like Me
1	2	3	4

33. When I am very happy, I cant stop myself from going overboard.	1	2	3	4
34. When I am really thrilled, I tend not to think about the results of my actions.	1	2	3	4
35. When I am in a great mood, I tend to do things that could cause me problems.	1	2	3	4
36. I tend to act without thinking when I am very, very happy.	1	2	3	4
37. When I get really happy about something, I tend to do things that can lead to trouble.	1	2	3	4
38. When I am really happy, I tend to get out of control.	1	2	3	4
39. I tend to lose control when I am in a great mood.	1	2	3	4
40. When I am very happy, I tend to do things that may cause problems in my life.	1	2	3	4

Scoring:

1. Lack of premeditation: items 4, 6, 10, 16, 23, 25, 28, 29 (reverse code all but item 4)

2. Negative urgency: items 1, 7, 11, 17, 20, 26, 30, 32

3. Sensation seeking: items 2, 8, 12, 14, 18, 21, 27, 31

4. Lack of perseverance: items 3, 5, 9, 13, 15, 19, 22, 24 (reverse code all items)

5. Positive urgency: items 33-40

The reason to reverse code is so that high scores on each scale are in the impulsivity direction.

Personnel and Training Required

None

Equipment Needs

None

Requirements

Requirement Category	Required
Major equipment	No
Specialized training	No
Specialized requirements for biospecimen collection	No
Average time of greater than 15 minutes in an unaffected individual	No

Mode of Administration

Self-administered questionnaire

Lifestage

Child

Participants

Ages 11-13 years

Selection Rationale

The UPPS-P Impulsive Behavior Scale for Children was developed by revising the widely used UPPS-P Impulsive Behavior Scale. This instrument has been used successfully on a large sample (1,843) of elementary school students. The scales also have good internal consistency and reliability.

Language

English, Other languages available at source

Standards

Standard	Name	ID	Source
Logical Observation Identifiers Names and Codes (LOINC)	Disinhibit behav - impuls child proto UP	62921-2	LOINC
Human Phenotype Ontology	Impulsivity	HP:0100710	HPO
caDSR Form	PhenX PX180402 - Disinhibiting Behaviors Impulsivity Child Protocol	6194547	caDSR Form

Derived Variables

None

Process and Review

Expert Review Panel 4 (ERP 4) reviewed the measures in the Neurology, Psychiatric, and Psychosocial domains.

Guidance from ERP 4 included the following:

· Revised description of measure

Protocol Name from Source

UPPS-P Impulsive Behavior Scale for Children

Source

Zapolski, T. C. B., Stairs, A. M., Settles, R. F., Combs, J. L., & Smith, G. T. (2010). The measurement of dispositions to rash action in children. Assessment, 17(1), 116-125.

General References

Coskunpinar, A., Dir, A. L., & Cyders, M. A. (2013). Multidimensionality in impulsivity and alcohol use: A meta-analysis using the UPPS model of impulsivity. Alcoholism, 37, 1441-1450.

d’Acremont, M., & Van der Linden, M. (2005). Adolescent impulsivity: Findings from a community sample. Journal of Youth and Adolescence, 34, 427-435.

Gunn, R. L., & Smith, G. T. (2010). Risk factors for elementary school drinking: Pubertal status, personality, and alcohol expectancies concurrently predict fifth grade alcohol consumption. Psychology of Addictive Behaviors, 24(4), 617-627.

Miller, D. J., Derefinko, K. J., Lynam, D. R., Milich, R., & Fillmore, M. T. (2010). Impulsivity and attention deficit-hyperactivity disorder: Subtype classification using the UPPS Impulsive Behavior Scale. Journal of Psychopathology and Behavioral Assessment, 32(3), 323-332.

Reynolds, B., Ortengren, A., Richards, J. B., & deWit, H. (2006) Dimensions of impulsive behavior: Personality and behavioral measures. Personality and Individual Differences, 40, 305-315.

Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: Using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30, 669-689.

Protocol ID

180402

Variables

Export Variables

Variable Name	Variable ID	Variable Description	dbGaP Mapping
PX180402_Actions_Lead_To_Trouble
	PX180402370000	When I get really happy about something, I more tend to do things that can lead to trouble. show less	N/A
PX180402_Act_Without_Thinking_When_Upset
	PX180402260000	I often make matters worse because I act more without thinking when I am upset. show less	N/A
PX180402_Almost_Always_Finish_Projects
	PX180402240000	I almost always finish projects that I start.	N/A
PX180402_Always_Gets_The_Job_Done
	PX180402220000	I am a person who always gets the job done.	N/A
PX180402_Blurt_Out_Things
	PX180402040000	I tend to blurt out things without thinking.	N/A
PX180402_Cant_Stop_Going_Overboard
	PX180402330000	When I am very happy, I can't stop myself more from going overboard. show less	N/A
PX180402_Do_Things_That_Cause_Problems
	PX180402350000	When I am in a great mood, I tend to do more things that could cause me problems. show less	N/A
PX180402_Enjoy_Taking_Risks
	PX180402120000	I enjoy taking risks.	N/A
PX180402_Like_New_Thrilling_Things
	PX180402020000	I like new, thrilling things to happen.	N/A
PX180402_Like_Thrilling_Things_Even_IfScary
	PX180402180000	I like new, thrilling things, even if they more are a little scary. show less	N/A
PX180402_Like_ToKnow_What_ToDo
	PX180402100000	I like to know just what to do before I more start a project. show less	N/A
PX180402_Like_To_Stop_And_Think
	PX180402060000	I like to stop and think about something more before I do it. show less	N/A
PX180402_Lose_Control_In_Great_Mood
	PX180402390000	I tend to lose control when I am in a great mood.	N/A
PX180402_Say_Things_Regret_When_Mad
	PX180402300000	When I am mad, I sometimes say things that I more later regret. show less	N/A
PX180402_Say_Things_Regret_When_Rejected
	PX180402200000	When I feel rejected, I often say things more that I later regret. show less	N/A
PX180402_Take_A_Careful_Approach
	PX180402160000	I try to take a careful approach to things.	N/A
PX180402_Tend_To_Stop_And_Think
	PX180402280000	I tend to stop and think before doing things.	N/A
PX180402_Would_Like_Parachute_Jumping
	PX180402140000	I would like parachute jumping.	N/A
PX180402_Would_Like_Water_Skiing
	PX180402080000	I would like water skiing.	N/A

Psychosocial

Measure Name

Disinhibiting Behaviors - Impulsivity

Release Date

December 13, 2010

Definition

This is an assessment with five subscales that are used to measure five distinct dimensions of impulsive behavior.

Purpose

Impulsivity is typically defined as the initiation of behavior without forethought. It has been identified as a risk factor for a variety of psychiatric disorders and problem drinking.

Keywords

Psychosocial, impulsive, impulsivity, behavior, personality, premeditation, urgency, sensation seeking, perseverance, UPPS-P Impulsive Behavior Scale for Children

Measure Protocols

Protocol ID	Protocol Name
180401	Disinhibiting Behaviors - Impulsivity - Adolescent and Adult
180402	Disinhibiting Behaviors - Impulsivity - Child

Protocol - Disinhibiting Behaviors - Impulsivity - Child

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Specific Instructions

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Protocol

Personnel and Training Required

Equipment Needs

Requirements

Mode of Administration

Lifestage

Participants

Selection Rationale

Language

Standards

Derived Variables

Process and Review

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Source

General References

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Variables

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