Outcomes of School-Based Psychosocial Interventions for Adolescents With ADHD

Fallah, Niloofar; Buvinger, Elizabeth; Evans, Steven W.; Schultz, Brandon K.; Serpell, Zewelanji

doi:10.1037/e528742007-001

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“…The overall return rate for teacher ratings during the targeted timeframe was 89%. Although the return rate was imperfect, this timeframe offered two advantages: First, students often do not exhibit academic impairments until the spring semester of each academic school year (Fallah, Buvinger, Evans, Schultz, & Serpell, 2006); consequently, teachers do not have sufficient opportunities to observe ADHD-related symptoms and impairments to make accurate assessments of their students in the fall semester. Second, previous research indicates that between-teacher reliability rates vary as a function of time, with large monthly fluctuations in the fall and stabilization of reliability rates in the spring.…”

Section: Methodsmentioning

confidence: 99%

Sources of Bias in Teacher Ratings of Adolescents with ADHD

Schultz¹,

Evans²

2012

JEDP

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Best practice assessment of childhood ADHD includes behavior ratings from multiple sources across multiple environments. However, adolescents in secondary schools interact with several teachers each day, and research has shown that teacher perceptions of the same child can be highly inconsistent. As a result, rating scale data can be equivocal, depending on which teachers are selected. The intent of the present study was two-fold: 1) to assess the consistency between teacher behavior ratings of adolescents with ADHD, and 2) to explore predictors of rater leniency or severity (i.e., sources of bias). Results suggest that interrater reliability within our sample was moderate, consistent with previous research. Further, teacher characteristics, including sex and age, were related to biases on ratings of student hyperactivity-impulsivity. Specifically, women and younger teachers provided significantly more severe ratings on average than did men and older teachers. Implications for the interpretation and statistical norming of ADHD rating scales are discussed.

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Section: Methodsmentioning

confidence: 99%