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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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Children’s behavior problems are a growing concern in our society; and are associated with a wide array of adverse lifespan outcomes. Current treatments are not without limitations and while effective for many, do not help all children. As such, additional treatment options are required. Sixty families of children aged 3 and 4 years participated. In order to participate, children needed to have a T-score of 60 or above on the parent rated Hyperactivity subscale on the BASC-2. Families were randomly assigned to either a structured play-based intervention (ENGAGE; n = 29), or to the current gold standard treatment for preschool behavior problems, behavior management (Triple P; n = 31). This trial has been registered with the Australian New Zealand Clinical Trials Registry (ANZCTR); trial number ACTRN12617001432303; trial web address: http://www.anzctr.org.au/ACTRN12617001432303.aspx ; date registered; 10/10/2017. ENGAGE was found to be as effective as Triple P in reducing parent-rated problem behaviors in pre-schoolers (i.e., Hyperactivity, Attention Problems, and Aggression); with gains maintained over a 12-month follow-up period, for both interventions. These findings indicate that structured play is an equally effective alternative way to manage difficult behavior in preschoolers and compliments our current treatment options.

Poor self-regulation has been associated with an array of adverse outcomes including difficulties with school transition, educational attainment, and social functioning in childhood, and employment, mental health, physical health, relationships, and criminal activity in adulthood. Enhancing Neurobehavioural Gains with the Aid of Games and Exercises (ENGAGE) is a play-based intervention fostering the development of self-regulation in pre-schoolers and has led to improvements within the home setting. The aim for this study was to ascertain whether ENGAGE can be implemented within an Early Childhood Education (ECE) group setting and whether this leads to improved self-regulation. This trial has been registered with the Australian New Zealand Clinical Trials Registry (ANZCTR); trial number ACTRN12622000364774; trial web address: https://www.anzctr.org.au/ACTRN12622000364774.aspx. 668 children aged 3–5 years and their teachers, across 28 ECEs participated. Children’s self-regulation skills were assessed via scores on the Hyperactivity, Aggression, and Attention Problems subscales of BASC-2. Results indicted no significant changes in self-regulation skills across a 10-week waitlist period. Following 10 weeks of the ENGAGE programme, significant improvements in self-regulation were reported, and these were maintained at 2- and 6-month follow-up. These findings indicate that ENGAGE translates well into the ECE setting and has the potential to have population-based impacts which could lead to more positive societal outcomes.