Parent versus Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS)

Murray, Desiree W.; Kollins, Scott H.; Hardy, Kristina K.; Abikoff, Howard; Swanson, James M.; Cunningham, Charles E.; Vitiello, Benedetto; Riddle, Mark A.; Davies, Mark; Greenhill, Laurence L.; McCracken, James T.; McGough, James J.; Posner, Kelly; Skrobala, Anne M.; Wigal, Tim; Wigal, Sharon B.; Ghuman, Jaswinder K.; Chuang, Shirley

doi:10.1089/cap.2007.0060

Cited by 91 publications

(82 citation statements)

References 34 publications

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“…Across all observed differences, parents rated children as more symptomatic than teachers. This finding is consistent with recent research (Gomez, 2007;Malhi et al, 2008, Murray et al, 2007Rettew et al, 2011;Sollie et al, 2012). One possible explanation for this pattern may be referral bias.…”

Section: Pattern Of Parent-rated and Teacher-rated Symptoms Of Adhdsupporting

confidence: 93%

“…Amador-Campos et al (2006) reported kappa values of 0.24 for inattentive, 0.21 for hyperactive/impulsive, and 0.25 for combined symptoms. Murray et al (2007) demonstrated that the diagnostic concordance for preschool children "at risk" of ADHD ranged between ĸ = 0.24 and ĸ = 0.26 for the inattentive and hyperactive/impulsive subtypes respectively. Relative to the abovementioned, Malhi et al (2008) indicative of slight to moderate parent-teacher agreement in assigning subtypes of ADHD.…”

Section: Informant Discrepancies In the Assessment Of Adhd Subtypesmentioning

confidence: 99%

“…Gomez (2008Gomez ( , 2007 documented low parent-teacher agreement, yet no differential item functioning for any of the symptoms of ADHD, which the author concluded was indicative of variations in behaviour across contexts, rather than differences in informants' interpretations of symptoms. Moreover, Murray et al (2007) used internal consistency estimates to support the reliability of both parent and teacher reports of behaviour. Likewise, Burns et al (2003) showed that ADHD scales display strong convergent and discriminant validity, despite significant variance across informants, which is suggestive of the situational specificity of behaviour.…”

Section: Contextualmentioning

confidence: 99%

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Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder

Kennerley

Jaquiery

Hatch

et al. 2016

Journal of Psychoeducational Assessment

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Attention-deficit/hyperactivity disorder (ADHD) is characterised by developmentally inappropriate levels of hyperactivity, impulsivity, and/or inattention, leading to significant impairment across multiple domains of functioning. To receive a diagnosis, symptoms must be present across two or more settings; thus requiring information to be collected from multiple informants, typically parents and teachers. Research consistently shows low to moderate agreement between parent and teacher reports; however, mechanisms underlying these discrepancies remain unclear. The present study aimed to: (1) describe patterns of reporting children's ADHD symptoms by parents and teachers in New Zealand; (2) replicate previous research examining agreement between parents and teachers; and (3) investigate the role of several potential mechanisms for informant discrepancies; those being contextual influences (i.e. situational specificity) or biases in informants' reports (i.e. source biases). Fifty five children and their parents/guardians and teachers participated. Parent and teacher ratings were measured using standardised questionnaires (i.e. ADHD-RS-IV, BASC-2) and children's off-task behaviour using a clinician-rated classroom observation scheme (i.e. BOSS). T-tests showed that overall parents rated their children as more symptomatic of ADHD than teachers. Diagnostically, the choice of informant and the rule for combining information from multiple informants dramatically altered the ADHD subtype assigned to the child.Correlations and kappa statistics showed that parent-teacher agreement was slightly higher than previous studies; however, it remained within the moderate range. The level of agreement differed across the type of symptoms reported, with hyperactive/impulsive symptoms being rated more concordantly than inattentive. Finally, results concerning the mechanisms underlying discrepancy suggest a combination of factors. Implications for the assessment of ADHD in clinical practice are discussed. ACKNOWLEDGEMENTS

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Section: Pattern Of Parent-rated and Teacher-rated Symptoms Of Adhdsupporting

confidence: 93%

Section: Informant Discrepancies In the Assessment Of Adhd Subtypesmentioning

confidence: 99%

Section: Contextualmentioning

confidence: 99%

See 1 more Smart Citation

Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder

Kennerley

Jaquiery

Hatch

et al. 2016

Journal of Psychoeducational Assessment

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“…Em primeiro lugar, as correlações reduzidas a modestas encontradas nos vários estudos apontam para um grau de acordo relativamente baixo entre informadores com papéis diferentes na vida da criança (pais e professores) Cranes et al, 2011;Culp et al, 2001;Gagnon et al, 1992;Gagnon et al, 2007;Goodman, 2001;Gross et al, 2004;Hinshaw et al, 1992;Klyce et al, 2011;Liu et al, 2011;Miner & Clarke-Stewart, 2008;Murray et al, 2007;Phillips & Lonigan, 2010;Renk & Phares, 2004;Stefan, Balaj, Porumb, Albu, & Miclea, 2009;Stone, Otten, Engels, Vermulst, & Janssens, 2010;Verhulst & Akkerhuis, 1989;Vitaro et al, 1991;Winsler & Wallace, 2002). Em segundo lugar, os pais (em especial a mãe) tendem a cotar os seus filhos com mais problemas de comportamento do que os professores (Cranes et al, 2011;Culp et al, 2001;Gagnon et al, 1992;Gross et al, 2004;Herrera & Little, 2005;Miner & Clarke-Stewart, 2008;Verhulst & Akkerhuis, 1989;Winsler & Wallace, 2002).…”

Section: Resultsunclassified

“…Esta ideia da recolha de informação junto de múltiplos informadores tem subjacente a importância das diferentes perspetivas de cada um deles, na tentativa de integrar essa informação para obter um retrato mais coerente/fidedigno do funcionamento da criança, ao interagir com vários adultos com um papel significativo na sua vida e nos diversos contextos em que passa a maior parte do seu tempo (casa e jardim-de-infância) Gagnon, Nagle, & Nickerson, 2007;Murray et al, 2007;Offord et al, 1996;Verhulst & Akkerhuis, 1989).…”

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Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Major¹,

Seabra‐Santos²

2014

Psic.: Teor. e Pesq.

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RESUMO -Pais e professores são os informadores mais requisitados na avaliação socioemocional em idade pré-escolar. Todavia, o facto de informadores que interagem com a criança em diversos contextos poderem ter perspetivas distintas coloca, frequentemente, em causa a fiabilidade e validade desses relatos. O presente artigo tem por objetivo rever 22 estudos de 57 identificados, publicados desde 1987 até 2011, acerca do acordo entre informadores dos contextos familiar e escolar, no preenchimento de inventários comportamentais. Os vários estudos sugerem um grau de acordo reduzido a moderado e a inexistência de um informador-chave na avaliação socioemocional, alertando para a necessidade de recolha paralela da perspetiva de pais e professores, para obter um retrato mais completo dos comportamentos. São discutidas as implicações dos resultados para estudos futuros.Palavras-chave: pais, professores, acordo entre informadores, avaliação socioemocional, pré-escolar Parents and/or Teachers? Inter-Ratter Agreement on Preschoolers SocialEmotional AssessmentABSTRACT -Parents and teachers are the most requested informants for preschool social-emotional assessment. However, the fact that informants who interact with the child in different settings may have different perspectives frequently calls into question the reliability and validity of these reports. The present paper intends to review 22 studies of 57 identified, published between 1987 and 2011, about the agreement between informants from home and school settings while completing rating scales. The studies suggest a low to moderate informant agreement and the inexistence of a key-informant in social-emotional assessment, therefore drawing attention to the need to collect the perspectives of both parents and teachers, as a means of achieving a more complete picture of behaviors. Results are discussed in their implications for future research.

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Methylphenidate for children and adolescents with attention deficit hyperactivity disorder (ADHD)

Storebø

Ramstad

Krogh

et al. 2015

Cochrane Database of Systematic Reviews

263

317

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Parent versus Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS)

Cited by 91 publications

References 34 publications

Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder

Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder

Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares

Methylphenidate for children and adolescents with attention deficit hyperactivity disorder (ADHD)

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