Diagnoses of Attention-deficit Hyperactivity Disorder from Parent R Predict Diagnoses Based on Teacher Reports

Biederman, Joseph; Faraone, Stephen V.; Milberger, Sharon; Doyle, Alysa E.

doi:10.1097/00004583-199303000-00011

Cited by 66 publications

(45 citation statements)

References 6 publications

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“…While parent-teacher agreement was slightly higher than some previous research (Mitsis et al, 2000, Malhi et al, 2008, it was, however, consistent with the more recent work of Sollie et al (2012). Several studies have suggested that parent-teacher agreement is higher for clinically-referred children (Amador-Campos et al, 2006;Biederman et al, 1993;Stefantos & Baron, 2007). Again,…”

Section: Parent and Teacher Agreement When Rating The Symptoms Of Adhdsupporting

confidence: 85%

“…Furthermore, in regards to diagnosis, several studies have shown that parent-teacher agreement is higher for clinically referred children than in community samples (Amador-Campos et al, 2006); particularly for those children whose referral was parent initiated, rather than teacher initiated (Biederman et al, 1993;Stefantos & Baron, 2007). In contrast, Wolraich et al (2004) documented poorer agreement in a clinically referred sample, especially for those children whose referral was teacher initiated (i.e.…”

Section: Informant Discrepancies In the Assessment Of Adhdmentioning

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: Parent and Teacher Agreement When Rating The Symptoms Of Adhdsupporting

confidence: 85%

Section: Informant Discrepancies In the Assessment Of Adhdmentioning

confidence: 99%

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

Kennerley

Jaquiery

Hatch

et al. 2016

Journal of Psychoeducational Assessment

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“…However, the PPV is of relevance to children who potentially meet criteria for HKD in terms of sufficient parent-rated symptoms and impairment but do not have an available teacher report. These findings contrast with findings from referred samples which indicated that most children who met diagnostic criteria for ADHD based on parent report also met diagnostic criteria according to teacher report [2,3,26]. This discrepancy may reflect the higher prevalence rates of ADHD/HKD in referred samples, the possible influence of referral bias, our choice of ''parent reports about school'' measure or the use of different diagnostic criteria.…”

Section: Discussionmentioning

confidence: 70%

Do parental reports of child hyperkinetic disorder symptoms at school predict teacher ratings?

Sayal

Goodman

2009

Eur Child Adolesc Psychiatry

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Background: Clinical practice guidelines for the evaluation of children with suspected hyperkinetic disorder or ADHD recommend that information is collected from teachers. Methods: Using the development and well-being assessment, parents of 5–16 year olds participating in the 1999 and 2004 British Child and Adolescent Mental Health Surveys were asked about symptoms relating to hyperkinetic disorder and reports of teacher complaints about these symptoms. We examined whether parental reports about symptoms at school reflect teacher ratings and can be relied upon by clinicians. Results: Parent reports about symptoms at school were moderately correlated with teacher ratings. If children potentially met criteria for hyperkinetic disorder based on parental ratings only, the positive predictive value (PPV) for a research diagnosis of hyperkinetic disorder was 47%. When parents reported high levels of symptoms at school in addition to sufficient parent-rated symptoms and impairment, the PPV for a diagnosis of hyperkinetic disorder increased to 59%. Conclusions: In a community sample, we found that parental reports about symptoms at school have limited utility in predicting teacher ratings. Our findings highlight that it is desirable and worthwhile for clinicians to obtain direct information from the teacher. If this is unavailable, clinicians and researchers should be aware that “second-hand” information about symptoms at school is second best

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“…Although previous work has repeatedly found that parents are valid and reliable reporters of their children's ADHD symptomology, diagnosis, and treatment response, [26][27][28][29][30][31] and has relied on the same type of parent survey items used here, 7 we were unable to independently verify to what extent children identified by their parents also met formal ADHD diagnostic criteria. Although we controlled for many potential confounding factors, including changing levels of behavioral functioning and academic achievement, it is possible that unmeasured variables may have contributed to the lower risk we attribute to children' s status as racial/ethnic minorities.…”

Section: Discussionmentioning

confidence: 88%

Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade

Morgan¹,

et al. 2013

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WHAT'S KNOWN ON THIS SUBJECT: Minority children are less likely than white children to be diagnosed and treated with attentiondeficit/hyperactivity disorder. However, diagnosis patterns over time in early and middle childhood and whether confounding factors explain these disparities are not currently well understood.WHAT THIS STUDY ADDS: Racial/ethnic disparities in attentiondeficit/hyperactivity disorder diagnosis occur by kindergarten and continue until eighth grade. Racial/ethnic disparities among diagnosed children in medication use occur in both fifth and eighth grades. These disparities are not attributable to confounding factors. abstract OBJECTIVE: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur across early and middle childhood is currently unknown. We examined the over-time dynamics of race/ethnic disparities in diagnosis from kindergarten to eighth grade and disparities in treatment in fifth and eighth grade. METHODS: Analyses of the nationally representative Early ChildhoodLongitudinal Study, Kindergarten Class of 1998-1999 (N = 17 100) using discrete-time hazard modeling.RESULTS: Minority children were less likely than white children to receive an ADHD diagnosis. With time-invariant and -varying confounding factors statistically controlled the odds of ADHD diagnosis for African Americans, Hispanics, and children of other races/ethnicities were 69% (95% confidence interval [CI]: 60%-76%), 50% (95% CI: 34%-62%), and 46% (95% CI: 26%-61%) lower, respectively, than for whites. Factors increasing children' s risk of an ADHD diagnosis included being a boy, being raised by an older mother, being raised in an English-speaking household, and engaging in externalizing problem behaviors. Factors decreasing children' s risk of an ADHD diagnosis included engaging in learning-related behaviors (eg, being attentive), displaying greater academic achievement, and not having health insurance. Among children diagnosed with ADHD, racial/ethnic minorities were less likely than whites to be taking prescription medication for the disorder.CONCLUSIONS: Racial/ethnic disparities in ADHD diagnosis occur by kindergarten and continue until at least the end of eighth grade. Measured confounding factors do not explain racial/ethnic disparities in ADHD diagnosis and treatment. Culturally sensitive monitoring should be intensified to ensure that all children are appropriately screened, diagnosed, and treated for ADHD. Pediatrics 2013;132:85-93

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Diagnoses of Attention-deficit Hyperactivity Disorder from Parent R Predict Diagnoses Based on Teacher Reports

Cited by 66 publications

References 6 publications

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

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

Do parental reports of child hyperkinetic disorder symptoms at school predict teacher ratings?

Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade

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