Assessing ADHD symptomatic behaviors and functional impairment in school settings: Impact of student and teacher characteristics.

Abstract

The purpose of the present study was to examine (a) the teacher-reported prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms and associated impairment in a nationally representative sample of children and adolescents and (b) the degree to which prevalence varied as a function of student and teacher characteristics. Teacher-reported symptoms of ADHD based on Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria and teacher-rated impairment were used to estimate prevalence using symptoms and impairment either alone or in combination, and to assess predictors of ADHD using a diverse, nationally representative sample (n = 2,140; 1,070 males, 1,070 females; 54.8% White, non-Hispanic) between 5 to 17 years old (M = 11.53; SD = 3.54). The combination of symptom and impairment ratings yielded the prevalence rate most consistent with prior epidemiological findings. Students' age, gender, racial, and special education status were significant predictors of symptom count and level of symptom-related impairment. It is critically important to simultaneously consider symptoms and symptom-related impairment when identifying students with ADHD. Student and teacher characteristics may affect ratings and identification results.

Impact of child and informant gender on parent and teacher ratings of attention-deficit/hyperactivity disorder.

“…Specifically, children were considered at risk for ADHD if they were rated as displaying six or more symptoms of either IN or HI, and impairment ratings for either IN or HI that fell in a developmentally deviant range based on the ADHD RS-5 norms. Such a classification approach is consistent with recent findings indicating that joint consideration of symptom counts and impairment yields ADHD prevalence estimates most consistent with prior epidemiological findings (DuPaul, Reid, Anastopoulos, & Power, 2014).…”

A Randomized Controlled Trial of an Integrated Brain, Body, and Social Intervention for Children With ADHD

“…ADHD is a neurodevelopmental disorder that affects approximately 5% of school-age children (DuPaul, Reid, Anastopoulos, & Power, 2014; Polanczyk, Willcutt, Salum, Kieling, & Rohde, 2014) and often involves delays or inadequacies in the development of higher order cognitive processes including the ability to sustain, direct, and shift attention as well as monitor and self-regulate behavior (Barkley, 1997; Willcutt, Doyle, Nigg, Faraone, & Pennington, 2005). ADHD is a major public health problem as it is associated with impaired child and family functioning and high societal costs and often leads to academic underachievement, behavior problems, parent–child conflicts, and peer relationship difficulties (Barkley, Anastopoulos, Guevremont, & Fletcher, 1992; Bernfort, Nordfeldt, & Persson, 2008; Efron et al, 2014; Loe & Feldman, 2007; Marton, Wiener, Rogers, & Moore, 2015).…”

Evaluation of the ADHD Rating Scale in Youth with Autism

“…While the cross study comparison is encouraging, a better approach would be to utilize a rating scale and diagnostic interview in the same sample. Second, this study did not assess the level of impairment associated with ADHD symptoms, which may inflate the estimate of ADHD diagnoses (DuPaul, Reid, Anastopoulos, & Power, 2014). Third, we used a convenience sample of ASD rather than a community sample.…”