Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

22-05-2021 | Uitgave 4/2021

Journal of Psychopathology and Behavioral Assessment 4/2021

Factors Related to Agreement between Parent and Teacher Ratings of Children’s ADHD Symptoms: an Exploratory Study Using Polynomial Regression Analyses

Tijdschrift:
Journal of Psychopathology and Behavioral Assessment > Uitgave 4/2021
Auteurs:
Boaz Y. Saffer, Amori Yee Mikami, Hongyuan Qi, Julie Sarno Owens, Sébastien Normand
Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10862-021-09892-1) contains supplementary material, which is available to authorized users.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Inter-rater agreement about children’s symptoms of attention-deficit/hyperactivity disorder (ADHD) is crucial for accurately identifying and treating children with this condition. Decades of empirical research demonstrate that parents and teachers rarely agree about children’s ADHD symptoms, yet few studies have tested the factors that relate to parent-teacher agreement. This exploratory study examined potential associations between parent-teacher agreement about child ADHD symptoms, and child factors (academic functioning, demographic characteristics, externalizing psychopathology, and social functioning), in a community (n = 752; mean age = 7.28; 51.3% male; 46.5% White) and in a clinical (n = 213; mean age = 8.58; 69.0% male; 70.4% White) sample. Agreement was examined using polynomial regression analyses, which overcome mathematical limitations and constraints imposed by using difference scores. Parent-teacher agreement about ADHD symptoms related to several academic and social functioning variables in the community sample. Most relationships were non-linear (e.g., quadratic, cubic). The 3-dimensional distribution of the results revealed that parent-teacher agreement was strongest for children functioning approximately 1 standard deviation below the mean (but not lower) on grades, academic enablers, academic performance, and social functioning. In the clinical sample, only teacher-rated social functioning related to parent-teacher agreement about ADHD symptoms. These findings provide a more nuanced understanding of parent-teacher agreement, thereby advancing theoretical knowledge. An implication for assessment and treatment is that children with very poor, or conversely, very good, social and academic functioning are at risk for parent-teacher disagreement on ADHD symptom ratings.

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Extra materiaal
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
Over dit artikel

Andere artikelen Uitgave 4/2021

Journal of Psychopathology and Behavioral Assessment 4/2021 Naar de uitgave