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Parent–teacher agreement on ADHD symptoms across development.
Open accessAbstract
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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“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
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Himmelmeier, L., Waltereit, R., & Werheid, K. (2025) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2025.1668149 · Cited by 1
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Background
Metadata
- Authors
- Narad, M. E., Garner, A. A., Peugh, J. L., Tamm, L., Antonini, T. N., Kingery, K. M., Simon, J. O., & Epstein, J. N.
- Venue
- Psychological Assessment
- Published
- 2015-03
- Volume
- 27
- Issue
- 1
- Pages
- 239-248
- ISSN
- 1040-3590 (ISSN-L)
- 1939-134X
- 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
- green
- www.ncbi.nlm.nih.gov
- 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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