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Cited by 167Attention Deficit Hyperactivity DisorderPsychometric Methodologies and TestingChild and Adolescent Psychosocial and Emotional Development

Parent–teacher agreement on ADHD symptoms across development.

Open access
Narad, Megan E., Garner, Annie A., Peugh, James L., Tamm, Leanne, Antonini, Tanya N., Kingery, Kathleen M., Simon, John O., Epstein, Jeffery N.·2015·Psychological Assessment
DOI 10.1037/a0037864PMC PMC4495952
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Abstract

Parent-teacher agreement on attention-deficit/hyperactivity disorder (ADHD) symptom ratings ranges from low to moderate. Most studies evaluating parent-teacher agreement have not assessed measurement invariance across raters. Hence, it is unclear whether discordance across raters is due to differing ADHD constructs across raters or other factors (e.g., subjective differences across raters). Additionally, the effect of development on parent-teacher agreement is relatively unknown. To address these limitations, the present study used parent and teacher ADHD ratings from a large (N = 6,659) developmentally diverse (ages 4-17) sample. Using exploratory structural equation modeling on half the sample, and then confirmatory factor analysis (CFA) on the other half of the sample, confirmed a 2-factor structure with significant cross-loadings for the 18 ADHD symptoms. CFA invariance analyses demonstrated that the 2-factor symptom structure was similar across raters and age groups. After confirming measurement invariance, the correlation between latent factors within and across raters was examined for each age group as well as across age groups. Parents reported greater severity of ADHD symptoms than did teachers, and both parents and teachers reported higher levels of hyperactivity/impulsivity in younger children than in older children and consistent levels of inattention across development. Finally, correlations between parent-teacher ratings of like factors were weak for inattention and moderate-strong for hyperactivity/impulsivity, and the magnitude of parent-teacher agreement did not vary across development. In conclusion, while parent and teacher ratings of ADHD behaviors are only weakly to moderately correlated, each reporter provides unique and valid clinical information as it relates to ADHD symptom presentation.

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  • The discrepancies between teacher and parent AUC magnitudes could result from rater biases and differences in the settings where raters interact with children.

    “They also could result from both the biases of raters and the differences in settings in which the raters interact with children (Narad et al., 2015).”

    From Sensitivity and Specificity of an Executive Function Screener at Identifying Children with ADHD and Reading Disability (2021) · cites this paper as Narad et al., 2015

    The paper says parent–teacher rating discrepancies may result from reporter bias and differences between home and school settings (Abstract; Discussion, page unavailable). It does not address AUC magnitudes specifically, so it supports the proposed explanation for rating differences but not its application to AUC differences. (LLM, conf=0.84)

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4 of the 50 references couldn’t be matched to a known paper.

Research works printed but not linked: 8

  1. American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev ed.) 2000 Washington, DC Author
  2. Bard DE Wolraich ML Neas B Doffing M Beck L The psychometric properties of the vanderbilt attention-deficit hyperactivity disorder diagnostic parent rating scale in a community population Journal of Developmental and Behavioral Pediatrics: JDBP 2013 34 2 72 82 23363972
  3. DuPaul GJ Power TJ Anastopoulos AD Reid R The ADHD Rating Scale-IV: Checklists, norms, and clinical interpretation 1998 New York Guilford Press
  4. Little D Longitudinal Structural Equation Modeling 2013 New York, NY The Guilford Press
  5. Millsap RE Statistical approaches to measurement invariance 2011 New York Taylor & Francis Group
  6. Molina BSG Smith BH Pelham WE Secondary school teacher ratings of ADHD and ODD Journal of Abnormal Child Psychology 2001 29 71 82 11316336
  7. Muthen LK Muthen BO Mplus User's Guide 1998-2012 Seventh Edition Los Angeles, CA Muthen & Muthen
  8. Zarin DA Tanielain TL Suarez AP Marcus SC Treatment of attention-deficit hyperactivity disorder by different physician specialties Psychiatric Services 1998 49 171 9574998

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Authors
Narad, M. E., Garner, A. A., Peugh, J. L., Tamm, L., Antonini, T. N., Kingery, K. M., Simon, J. O., & Epstein, J. N.
ORCID
Venue
Psychological Assessment
Publisher
American Psychological Association (APA)
Published
2015-03
Volume
27
Issue
1
Pages
239-248
ISSN
  • 1040-3590 (ISSN-L)
  • 1939-134X
DOI
10.1037/a0037864
PMC
PMC4495952
OpenAlex
W1981963179
Cited by
167
References
50
Citations by year
2026: 13 · 2025: 14 · 2024: 20 · 2023: 13 · 2022: 18 · 2021: 16 · 2020: 17 · 2019: 19 · 2018: 15 · 2017: 10 · 2016: 11 · 2015: 1
FWCI
5.60
Type
journal article
Language
en
Open access
Locations
  • Psychological Assessment (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • Bureau of Health Professions
  • Health Resources and Services Administration
  • Development of Health and Human Services (T32HT1002)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
attention deficit hyperactivity disorder, parent-teacher agreement, measurement invariance, hyperactivity/impulsivity, inattention, rater differences, symptom structure
MeSH terms
School Teachers, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Child Development, Child, Preschool, Female, Humans, Male, Parents

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