Top

Journal of Psychopathology and Behavioral Assessment

Gepubliceerd in:

22-05-2021

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

Auteurs: Boaz Y. Saffer, Amori Yee Mikami, Hongyuan Qi, Julie Sarno Owens, Sébastien Normand

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 4/2021

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.

vorige artikel Do Parent and Teacher Ratings of ADHD Reflect the Same Constructs? A Measurement Invariance Analysis

volgende artikel The Relation between Risk Perception and Anxiety in Youth: an Investigation Using a Novel Developmentally Tailored Measure

Alleen toegankelijk voor geautoriseerde gebruikers

Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2003). DSM-oriented and empirically based approaches to constructing scales from the same item pools. Journal of Clinical Child & Adolescent Psychology, 32(3), 328–340. https://doi.org/10.1207/S15374424JCCP3203_02.CrossRef

Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232. https://doi.org/10.1037/0033-2909.101.2.213.CrossRefPubMed

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Publishing.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.CrossRef

Anthony, C. J., & DiPerna, J. C. (2018). Piloting a short form of the academic competence evaluation scales. School Mental Health, 10(3), 314–321. https://doi.org/10.1007/s12310-018-9254-7.CrossRef

Antrop, I., Roeyers, H., Oosterlaan, J., & Van Oost, P. (2002). Agreement between parent and teacher ratings of disruptive behavior disorders in children with clinically diagnosed ADHD. Journal of Psychopathology and Behavioral Assessment, 24(1), 67–73. https://doi.org/10.1023/A:1014057325752.CrossRef

Axelson, D., Birmaher, B., Zelazny, J., Kaufman, J., & Gill, M. K. (2009). K-SADS-PL 2009 working draft. Pittsburgh, PA: Western Psychiatric Institute and Clinic.

Canadian ADHD Resource Alliance. (2020). Canadian ADHD Practice Guidelines. Retrieved from https://www.caddra.ca/download-guidelines/

Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1649.18.4.557.CrossRef

De Los Reyes, A. (2011). Introduction to the special section: More than measurement error: Discovering meaning behind informant discrepancies in clinical assessments of children and adolescents. Journal of Clinical Child & Adolescent Psychology, 40(1), 1–9. https://doi.org/10.1080/15374416.2011.533405.CrossRef

Dishion, T., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New-York, NY: Guilford Press.

DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. C. (1998). ADHD rating scale-IV: Checklists, norms, and clinical interpretation. New York, NY: Guilford Press.

DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. C. (2016). ADHD rating Scale-5 for children and adolescents: Checklists, norms, and clinical interpretation. Guilford Publications.

DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher ratings of academic skills: The development of the academic performance rating scale. School Psychology Review, 20(2), 284–300.CrossRef

Edwards, J. R. (1994). The study of congruence in organizational behavior research: Critique and a proposed alternative. Organizational Behavior and Human Decision Processes, 58(1), 51–100. https://doi.org/10.1006/obhd.1994.1029.CrossRef

Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., Rohde, L. A., Sonuga-Barke, E. J. S., Tannock, R., & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1. https://doi.org/10.1038/nrdp.2015.20.

Gadow, K. D., & Sprafkin, J. (2002). Child symptom Inventory-4 screening and norms manual. Stony Brook, NY: Checkmate Plus.

Gadow, K. D., Sprafkin, J., Salisbury, H., Schneider, J., & Loney, J. (2004). Further validity evidence for the teacher version of the child symptom Inventory-4. School Psychology Quarterly, 19(1), 50–71. https://doi.org/10.1521/scpq.19.1.50.29408.CrossRef

Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x.CrossRef

Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. https://doi.org/10.1097/00004583-200111000-00015.CrossRef

Gresham, F., & Elliott, S. N. (2008). Social skills improvement system (SSIS) rating scales. Bloomington, MN: Pearson Assessments.

Hartman, C. A., Rhee, S. H., Willcutt, E. G., & Pennington, B. F. (2007). Modeling rater disagreement for ADHD: Are parents or teachers biased? Journal of Abnormal Child Psychology, 35(4), 536–542. https://doi.org/10.1007/s10802-007-9110-y.CrossRefPubMed

Harvey, E. A., Fischer, C., Weieneth, J. L., Hurwitz, S. D., & Sayer, A. G. (2013). Predictors of discrepancies between informants’ ratings of preschool-aged children’s behavior: An examination of ethnicity, child characteristics, and family functioning. Early Childhood Research Quarterly, 28(4), 668–682. https://doi.org/10.1016/j.ecresq.2013.05.002.CrossRefPubMedPubMedCentral

Johnston, C., Weiss, M. D., Murray, C., & Miller, N. V. (2014). The effects of instructions on mothers’ ratings of attention-deficit/hyperactivity disorder symptoms in referred children. Journal of Abnormal Child Psychology, 42(3), 479–488. https://doi.org/10.1007/s10802-013-9789-x.CrossRefPubMed

Lahey, B. B., Applegate, B., McBurnett, K., Biederman, J., Greenhill, L. L., Hynd, G. W., Barkley, R. A., Newcorn, J. H., Jensen, P. S., & Richters, J. E. (1994). DSM-IV field trials for attention deficit hyperactivity disorder in children and adolescents. The American Journal of Psychiatry, 151(11), 1673–1685. https://doi.org/10.1176/ajp.151.11.1673.CrossRefPubMed

Laird, R. D., & De Los Reyes, A. (2013). Testing informant discrepancies as predictors of early adolescent psychopathology: Why difference scores cannot tell you what you want to know and how polynomial regression may. Journal of Abnormal Child Psychology, 41(1), 1–14. https://doi.org/10.1007/s10802-012-9659-y.CrossRefPubMed

Laird, R. D., & LaFleur, L. K. (2016). Disclosure and monitoring as predictors of mother–adolescent agreement in reports of early adolescent rule-breaking behavior. Journal of Clinical Child & Adolescent Psychology, 45(2), 188–200. https://doi.org/10.1080/15374416.2014.963856.CrossRef

Laird, R. D., & Weems, C. F. (2011). The equivalence of regression models using difference scores and models using separate scores for each informant: Implications for the study of informant discrepancies. Psychological Assessment, 23(2), 388–397. https://doi.org/10.1037/a0021926.CrossRefPubMed

Lawson, G. M., Nissley-Tsiopinis, J., Nahmias, A., McConaughy, S. H., & Eiraldi, R. (2017). Do parent and teacher report of ADHD symptoms in children differ by SES and racial status? Journal of Psychopathology and Behavioral Assessment, 39(3), 426–440. https://doi.org/10.1007/s10862-017-9591-0.CrossRef

Merten, E. C., Cwik, J. C., Margraf, J., & Schneider, S. (2017). Overdiagnosis of mental disorders in children and adolescents (in developed countries). Child and Adolescent Psychiatry and Mental Health, 11(1), 1–11. https://doi.org/10.1186/s13034-016-0140-5.CrossRef

Mikami, A. Y., Owens, J. S., Hudec, K. L., Kassab, H., & Evans, S. W. (2020a). Classroom strategies designed to reduce child problem behavior and increase peer inclusiveness: Does teacher use predict students’ sociometric ratings? School Mental Health, 12, 250–264. https://doi.org/10.1007/s12310-019-09352-y.

Mikami, A. Y., Normand, S., Hudec, K. L., Guiet, J., Na, J. J., Smit, S., Khalis, A., & Maisonneuve, M.-F. (2020b). Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial. Journal of Consulting and Clinical Psychology, 88(10), 871–885. https://doi.org/10.1037/ccp0000607.

Mikami, A. Y., Owens, J. S., Evans, S. W., Hudec, K. L., Kassab, H., Smit, S., Na, J. J., & Khalis, A. (2021). Promoting classroom social and academic functioning among children at risk for ADHD: The making socially accepting inclusive classrooms program. Journal of Clinical Child and Adolescent Psychology (in press).

Mitsis, E. M., Mckay, K. E., Schulz, K. P., Newcorn, J. H., & Halperin, J. M. (2000). Parent-teacher concordance for DSM-IV attention- deficit/hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child and Adolescent Psychiatry, 39(3), 308–313. https://doi.org/10.1097/00004583-200003000-00012.CrossRefPubMed

Murray, A. L., Booth, T., Ribeaud, D., & Eisner, M. (2018). Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years. International Journal of Methods in Psychiatric Research, 27(3), 1–8. https://doi.org/10.1002/mpr.1723.CrossRef

Narad, M. E., Garner, A. A., Peugh, J. L., Tamm, L., Antonini, T. N., Kingery, K. M., Simon, J. O., & Epstein, J. N. (2015). Parent-teacher agreement on ADHD symptoms across development. Psychological Assessment, 27(1), 239–248. https://doi.org/10.1037/a0037864.CrossRefPubMed

Owens, J. S., Allan, D. M., Kassab, H., & Mikami, A. Y. (2020a). Evaluating a short form of the academic competence evaluation scales: Expanded examination of psychometric properties. School Mental Health, 12(1), 38–52. https://doi.org/10.1007/s12310-019-09347-9.CrossRef

Owens, J. S., Evans, S. W., & Margherio, S. M. (2020b). Assessment of attention deficit hyperactivity disorder. In Assessment of childhood disorders (5th ed.). New-York, NY: Guilford.

Pianta, R. C. (2001). Student–teacher relationship scale–short form. Lutz, Florida: Psychological Assessment Resources.

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.CrossRef

Phillips, B. M., & Lonigan, C. J. (2010). Child and informant influences on behavioral ratings of preschool children. Psychology in the Schools, 47(4), 374–390. https://doi.org/10.1002/pits.20476.CrossRefPubMedPubMedCentral

Salkind, N. (2012). Restriction of range. Encyclopedia of Research Design. https://doi.org/10.4135/9781412961288.n388.

Sayal, K., Prasad, V., Daley, D., Ford, T., & Coghill, D. (2018). ADHD in children and young people: Prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175–186. https://doi.org/10.1016/S2215-0366(17)30167-0.CrossRefPubMed

Shanock, L. R., Baran, B. E., Gentry, W. A., Pattison, S. C., & Heggestad, E. D. (2010). Polynomial regression with response surface analysis: A powerful approach for examining moderation and overcoming limitations of difference scores. Journal of Business and Psychology, 25(4), 543–554. https://doi.org/10.1007/s10869-010-9183-4.CrossRef

Sherman, E. M. S., Brooks, B. L., Akdag, S., Connolly, M. B., & Wiebe, S. (2010). Parents report more ADHD symptoms than do teachers in children with epilepsy. Epilepsy and Behavior, 19(3), 428–435. https://doi.org/10.1016/j.yebeh.2010.08.015.CrossRefPubMed

Takeda, T., Nissley-Tsiopinis, J., Nanda, S., & Eiraldi, R. B. (2016). Factors Associated With Discrepancy in Parent–Teacher Reporting of Symptoms of ADHD in a Large Clinic-Referred Sample of Children. Journal of Attention Disorders, 24, 108705471665247–108705471661615. https://doi.org/10.1177/1087054716652476.CrossRef

Ullebø, A. K., Posserud, M., Heiervang, E., Gillberg, C., & Obel, C. (2011). Screening for the attention deficit hyperactivity disorder phenotype using the strength and difficulties questionnaire. European Child & Adolescent Psychiatry, 20, 451–458. https://doi.org/10.1007/s00787-011-0198-9.CrossRef

van der Oord, S., Prins, P. J. M., Oosterlaan, J., & Emmelkamp, P. M. G. (2006). The association between parenting stress, depressed mood and informant agreement in ADHD and ODP. Behaviour Research and Therapy, 44(11), 1585–1595. https://doi.org/10.1016/j.brat.2005.11.011.CrossRefPubMed

Yeguez, C. E., & Sibley, M. H. (2016). Predictors of informant discrepancies between mother and middle school teacher ADHD ratings. School Mental Health, 8(4), 452–460. https://doi.org/10.1007/s12310-016-9192-1.CrossRefPubMedPubMedCentral

Wechsler, D. (2009). Wechsler individual achievement test. San Antonio, TX: Pearson Clinical.

Titel: Factors Related to Agreement between Parent and Teacher Ratings of Children’s ADHD Symptoms: an Exploratory Study Using Polynomial Regression Analyses
Auteurs: Boaz Y. Saffer
Amori Yee Mikami
Hongyuan Qi
Julie Sarno Owens
Sébastien Normand
Publicatiedatum: 22-05-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment / Uitgave 4/2021
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI: https://doi.org/10.1007/s10862-021-09892-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2021

Challenges for the SASSI-4 and InDUC-2R: Positive Impression Management in Offenders with Substance Use Histories

Testing for Sex Differences in the Nomological Network of the Triarchic Model of Psychopathy in Incarcerated Individuals

Development of the COVID-19 Perinatal Perception Questionnaire (COVID19-PPQ)

An Ecological Momentary Assessment Examination of the Transdiagnostic Model of Food and Alcohol Disturbance

Repetitive Negative Thinking Shared Across Rumination and Worry Predicts Symptoms of Depression and Anxiety

Who Looks on the Bright Side? Expectations of Low-Income Parents with a Disruptive Young Child