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Agreement and Stability of Teacher Rating Scales for Assessing ADHD in Preschoolers

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Abstract

This study investigated the agreement and stability of 3 teacher rating Scales used to assess ADHD in preschool children: the ADHD Rating Scale, the Child Attention Profile (CAP), and the Conners' Teacher Rating Scale-28 (CTRS-28). A sample of suburban children (n = 60) was observed and rated by their teachers and assistant teachers at preschool level (Time 1) and 4 years later at the elementary school level (Time 2). Agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at Time 2 than at Time 1. Over the 4-year interval of the study, there was a significant change in the number of children identified as potential ADHD risks. It is probable there were a high number of false-positive indications in the preschool ADHD screenings. It is also possible that immature behavior of preschool children may mimic ADHD behavior at the elementary school level.

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Loughran, S.B. Agreement and Stability of Teacher Rating Scales for Assessing ADHD in Preschoolers. Early Childhood Education Journal 30, 247–253 (2003). https://doi.org/10.1023/A:1023391708850

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