Differential Utility of Teacher and Parent-Teacher Combined Information in the Assessment of Attention Deficit/Hyperactivity Disorder Symptoms

Garcia-Rosales, Alexandra and Vitoratou, Silia and Faraone, Stephen V. and Rudaizky, Daniel and Banaschewski, Tobias and Asherson, Philip and Sonuga-Barke, Edmund and Buitelaar, Jan and Oades, Robert D. and Rothenberger, Aribert and Steinhausen, Hans-Christoph and Taylor, Eric and Chen, Wai. (2021) Differential Utility of Teacher and Parent-Teacher Combined Information in the Assessment of Attention Deficit/Hyperactivity Disorder Symptoms. European Child & Adolescent Psychiatry, 30 (1). pp. 143-153.

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Official URL: https://edoc.unibas.ch/84466/

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Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings.; To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD symptoms, and the implications of aggregation algorithms in combing parents' information, i.e. using 'or-rule' (endorsement by either one informant) versus 'and-rule' (endorsement by both informants).; Teacher ratings on Conners scales and clinical data from parental accounts on 1383 probands and their siblings from the IMAGE study were analysed. The psychometric properties of teacher and combined ratings using the item response theory model (IRT) are presented. Kappa coefficients, intraclass correlations and linear regression were employed.; First, teacher endorsement of symptoms is located in a narrow part of the trait continuum close to the average levels. Symptoms exhibit comparable perception in the measurement of the trait(s) with similar discrimination ability and information (reliability). Second, the IRT properties of the 'or-rule' ratings are predominantly influenced by parent-INFAs; and the 'and-rule' ratings predominantly by teacher-INFAs ratings. Third, parent-teacher INFAs agreement was low, both for individual items (κ = 0.01-0.15) and for dimensional scores (r = 0.12-0.16). The 'or-rule' captured milder expressions of ADHD symptoms, whereas the 'and-rule' indexed greater severity of ADHD.; Parent and teacher-INFAs provide different kinds of information, while both are useful. Teacher-INFA and the 'and-rule' provide a more accurate index of severity than an additive symptom count. Parent-INFA and the 'or-rule' are more sensitive for detecting cases with milder ADHD.
Faculties and Departments:07 Faculty of Psychology > Departement Psychologie > Forschungsbereich Klinische Psychologie und Neurowissenschaften > Klinische Psychologie und Epidemiologie (Lieb)
UniBasel Contributors:Steinhausen, Hans-Christoph
Item Type:Article, refereed
Article Subtype:Research Article
Note:Publication type according to Uni Basel Research Database: Journal article
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Last Modified:11 Oct 2021 07:14
Deposited On:11 Oct 2021 07:14

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