Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.

Abstract

Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record

ADHD in the context of Finnish basic education

“…However, Smalley, McGough, Moilanen and others (2007) estimate that the prevalence of ADHD (according to the criterion of DSM-IV) among adolescents of Northern Finland (birth cohort 1986) is 8.5 % with a male/female ratio of 5.7:1. The estimated prevalence of the research is consistent with rates of ADHD in other studies of adolescent (Hudziak, Heath, Madden et al 1998;DuPaul, Anastasopoulos, Power et al 1998;Rohde, Biederman, Busnello et al 1999) and with the worldwide metaregression analysis with prevalence of 5.3 % by Polanczyk, de Lima, Horta, Biederman and Rohde (2007). In general, the prevalence of dysfunction is estimated to be 65% in the age of 25 (when diagnosed earlier) even if only 15% still meets the strictest criterion of diagnosing (Faraone, Biederman, & Mick 2006).…”

EEG theta and beta power spectra in adolescents with ADHD versus adolescents with ASD + ADHD

“…The measures reported are Global Assessment of Functioning (GAF) score, the DSM-IV [3] based ADHD-rating scale [37,38] which is an adapted form of DuPaul et al [39], the MINI subscales for inattention and hyperactivity/impulsivity (HI), the Autism-Spectrum Quotient (AQ)-adolescent version for individuals with normal intelligence [40,41], the Child Behavior Checklist (CBCL) and the Youth Self Report (YSR) [42], and the WISC-III or the WAIS-III full-scale total intelligence quotient (TIQ) [43,44]. Further information about the reported group characteristics can be found elsewhere [32].…”

Word Learning Deficits in Children With Dyslexia

“…The nonwords followed a consonant-vowel (CV) or consonant-vowel-consonant (CVC) syllable structure (e.g., (Woodcock, 2011); ADHD = parental rating of attention-defecit/hyperactivity disorder behaviors using the ADHD Rating Scale-IV Home Version (DuPaul et al, 1998); NWR % CC = Nonword Repetition task, percent consonants correct (Dollaghan & Campbell, 1998). …”