Differences between Mother, Father, and Teacher Ratings of Psychological Problems in Children with ADHD and Autism: Effect of Child Diagnosis, Sex, Age, and IQ

Our study is the first to analyze effects of child characteristics on differences between mother, father, and teacher ratings of 12 psychological problems in children with ADHD and/or autism. Referred children 6–16 years (M = 8.8) were rated by their mothers, fathers, and teachers on the Pediatric Behavior Scale yielding scores in 12 psychological domains. Child characteristics were diagnoses (258 with autism with or without ADHD and 464 with ADHD without autism), sex, age (< 9 vs. > 9 years), and IQ (< 1 SD below the mean vs. > 85). Results showed consistent patterns independent of child characteristics. Mean mother ratings were > father ratings which were > teacher ratings for impulsivity, hyperactivity, oppositional behavior, irritability/tantrums, conduct problems, autism symptoms, and depression. Mother ratings were highest for attention deficit. Teacher ratings were lowest for anxiety and highest for cognitive disengagement syndrome. Father ratings were lowest for social and academic impairment. Across domains and child characteristics, mother-father correlations were similar, as were mother-teacher and father-teacher correlations. Mother-father correlations greatly exceeded mother-teacher and father-teacher correlations. Although correlations were overwhelmingly significant, differences between informant ratings were also often significant and the degree to which informants agreed that a child had a problem was moderate for mothers and fathers and poor-fair for parents and teachers. Mothers identified more children with problems than did fathers, who exceeded teachers. The choice of informant impacts who will be identified with problems and receive services, highlighting the importance of obtaining information from mothers, fathers, and teachers.