Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Lawson, Gwendolyn M.; Nissley-Tsiopinis, Jenelle; Nahmias, Allison S.; McConaughy, Stephanie H.; Eiraldi, Ricardo

doi:10.1007/s10862-017-9591-0

Cited by 31 publications

(35 citation statements)

References 28 publications

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“…In contrast, to the extent that any associations between DAP concentrations and teacher-reported executive function and attention outcomes are observable, they were observed among girls only ( Table 3 ). Inconsistencies between parent and teacher ratings of children’s behavior is a common finding in previous studies ( 52 ), and our data suggest that although mothers’ and teachers’ observations were only weakly correlated with one another within this cohort, both were about equally correlated with children’s self-reported hyperactivity and attention problems and children’s performance on neuropsychological assessments. Although the magnitudes of correlations between adult-reported behaviors and child-reported or neuropsychologically assessed skills were only weak or modest, the consistency of the DAP-related associations was notable.…”

Section: Discussionsupporting

confidence: 78%

Gestational Exposure to Organophosphate Pesticides and Longitudinally Assessed Behaviors Related to Attention-Deficit/Hyperactivity Disorder and Executive Function

Sagiv

Kogut

Harley

et al. 2021

American Journal of Epidemiology

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The prefrontal cortex directs higher-order cognitive and behavioral processes important for attention, working memory, and inhibitory control. We investigated whether gestational exposure to organophosphate (OP) pesticides was associated with these abilities in childhood and early adolescence. We enrolled pregnant women between 1999-2000 in a birth cohort drawn from an agricultural region of California. We measured dialkyl phosphate (DAP) metabolites of OP pesticides in maternal pregnancy urine (13 and 26 weeks) and estimated associations with behaviors related to attention deficit hyperactivity disorder and executive function, assessed longitudinally; n=351 provided outcome data at any point between ages 7-12 years. We assessed function across multiple dimensions (e.g., working memory, attention), methods (e.g., behavior reports, child assessment), and reporters (e.g., mothers, teachers, self-report). Higher gestational DAPs were consistently associated with behaviors related to attention deficit hyperactivity disorder and executive function. For example, a 10-fold increase in gestational DAPs was associated with poorer longitudinally assessed Behavior Rating Inventory of Executive Function scores, reported by mothers (β=4.0; 95% CI: 2.1, 5.8; higher score indicates more problems), and Weschler Intelligence Scale for Children Working Memory scores (β=-3.8 point reduction (95% CI: -6.2, -1.3). Reducing gestational exposure to OP pesticides through public health policy is an important goal.

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Section: Discussionsupporting

confidence: 78%

Gestational Exposure to Organophosphate Pesticides and Longitudinally Assessed Behaviors Related to Attention-Deficit/Hyperactivity Disorder and Executive Function

Sagiv

Kogut

Harley

et al. 2021

American Journal of Epidemiology

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“…Additionally, previous studies have indicated that the social and cultural context that a child lives in may play a role in rater disagreement. Children from lower SES backgrounds are rated as having increased inattentive behaviors by teachers, but not parents, and increased reports of hyperactive/impulsive behaviors by both raters (Lawson et al, 2017; Phillips and Lonigan, 2010). Race also seems to play a role.…”

Section: Discussionmentioning

confidence: 99%

“…Race also seems to play a role. African American race was related to increased endorsement of hyperactive/impulsive symptoms by teachers compared to parents (Lau et al, 2004; Lawson et al, 2017; Youngstrom et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

Bernes

Villodas

Coles

et al. 2021

Alcoholism Clin & Exp Res

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Background Rating scales are designed to complement traditional performance‐based measures, and both can provide useful information about the functioning of youth with histories of prenatal alcohol exposure. Few studies, however, have compared ratings from multiple informants or the relationship between these subjective rating scale scores and the objective results from laboratory performance‐based scales. Methods The current study addressed both of these questions in 3 study groups: children with histories of prenatal alcohol exposure (n = 47), attention‐deficit/hyperactivity disorder (ADHD; n = 41), and typically developing controls (CON; n = 73). All subjects completed a standardized neuropsychological test battery, including laboratory measures of executive functioning and a self‐report measure of executive function behaviors. Parents and teachers completed corresponding rating scales of executive function behaviors for each subject. This study assessed the relationship between these behavior rating scales and corresponding neuropsychological tests, and interrater agreement among the multiple informants. Results Weak correlations were found between the rating scales and laboratory measures, indicating poor convergent validity for the behavior rating scale. Interrater reliability was found but it differed by group. Agreement was found between parent and teacher ratings for children with prenatal alcohol exposure, whereas teacher–child agreement was found for those with ADHD. Conclusions Findings from this study indicate that behavior ratings can be used to supplement laboratory measures but may not be measuring cognitive abilities regardless of whether a clinical diagnosis is present. A multimethod approach should be used when measuring skills in this domain. This was one of the first studies to examine cross‐informant agreement in a sample of children with prenatal alcohol exposure. Further research is necessary to understand why interrater agreement differed for children with prenatal alcohol exposure and those with ADHD.

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“…As a result, we examined differences between these groups and combinations of these groups in scores on the factors or the total score. The fact that no significant differences emerged is unique as previous studies examining teacher ratings of student behavior have revealed effects of gender, age, race, and ethnicity (e.g., Evans et al, 2013; Lawson et al, 2017). For example, results for the CPS revealed that girls’ average ratings indicated less impairment than boys’ average ratings (Brady et al, 2012).…”

Section: Discussionmentioning

confidence: 84%

“…Although factor structure invariance (i.e., the extent to which a measure assesses the same underlying construct) across student demographic characteristics has been established for most teacher rating scales, average ratings of behavior (e.g., inattention, hyperactivity-impulsivity) typically vary as a function of age, gender, and ethnicity (Evans et al, 2013; Lawson, Nissley-Tsiopinis, Nahmias, McConaughy, & Eiraldi, 2017). Teacher ratings of inattention and hyperactivity-impulsivity have been consistently found to be higher for boys relative to girls, younger relative to older children, and Hispanic relative to non-Hispanic students (e.g., DuPaul et al, 2016).…”

Section: Development Of School Functioning Scalementioning

confidence: 99%

High school teacher ratings of academic, social, and behavioral difficulties: Factor structure and normative data for the School Functioning Scale.

DuPaul¹,

Evans²,

Allan

et al. 2019

School Psychology

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Because academic, behavioral, and social difficulties are highly prevalent among U.S. high school students, teacher report is a critical component of comprehensive screening and assessment of adolescents. Currently available teacher questionnaires have limited utility in high school settings because of time demands and lesser opportunity to observe a wide variety of student behaviors relative to elementary school teachers. The School Functioning Scale (SFS) is a 9-item measure designed to efficiently obtain teacher perceptions of specific indicators of student performance across academic, behavior, and social functioning. Online SFS ratings were collected for 799 9th through 12th grade high school students (50% female) from 400 teachers (63.7% female). Teachers also reported each student's subject grades and percentage of assignments completed within the past month. Exploratory and confirmatory factor analyses indicated a general factor and three-factor structure for the SFS: academic, behavior, and social factors. The general factor demonstrated adequate levels of internal consistency and evidence of convergent validity. Findings regarding the group factors less robust. The factor structure was consistent across age, gender, and ethnicity groups. Normative data along with suggested cut-points for screening and assessment purposes are provided. Findings support the potential use of SFS teacher ratings for multimethod assessment and, possibly, screening and treatment evaluation. Impact and ImplicationsThe School Functioning Scale (SFS) is a potentially useful measure to efficiently obtain high school teacher ratings of students' academic, behavior, and social functioning. The SFS could be used for multimethod assessment, and, possibly, screening and treatment evaluation.

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Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Cited by 31 publications

References 28 publications

Gestational Exposure to Organophosphate Pesticides and Longitudinally Assessed Behaviors Related to Attention-Deficit/Hyperactivity Disorder and Executive Function

Gestational Exposure to Organophosphate Pesticides and Longitudinally Assessed Behaviors Related to Attention-Deficit/Hyperactivity Disorder and Executive Function

Validity and Reliability of Executive Function Measures in Children With Heavy Prenatal Alcohol Exposure: Correspondence Between Multiple Raters and Laboratory Measures

High school teacher ratings of academic, social, and behavioral difficulties: Factor structure and normative data for the School Functioning Scale.

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