Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample.
J Am Acad Child Adolesc Psychiatry
; 39(3): 308-13, 2000 Mar.
Article
in En
| MEDLINE
| ID: mdl-10714050
ABSTRACT
OBJECTIVE:
To examine concordance between parent and teacher reports of DSM-IV attention-deficit/hyperactivity disorder (ADHD) and its symptoms.METHOD:
Parents and teachers of 74 clinically referred children were interviewed using the ADHD module of the Diagnostic Interview Schedule for Children. Parent-teacher agreement for the diagnosis of ADHD and its subtypes, as defined in DSM-IV, as well as parent-teacher concordance of in-school ADHD symptoms, was examined.RESULTS:
Agreement between parents and teachers was found to be relatively poor, with virtually no agreement for individual ADHD subtypes. Diagnoses based on either parent or teacher report frequently yielded a diagnosis of either inattentive or hyperactive-impulsive subtype of ADHD. However, when cross-informant data were used to form diagnoses, these subtypes became relatively rare, with most cases meeting criteria for ADHD combined type. In addition, parent reports of in-school behavior were more highly correlated with their own reports of their child's behavior at home than with teacher reports of their child's behavior in school.CONCLUSIONS:
These data suggest that the diagnosis of ADHD inattentive or hyperactive-impulsive subtype based on data from a single informant may be of questionable validity, and they point to the importance of using multiple informants when diagnosing this disorder in clinically referred samples.
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Collection:
01-internacional
Database:
MEDLINE
Main subject:
Personality Assessment
/
Referral and Consultation
/
Attention Deficit Disorder with Hyperactivity
Limits:
Child
/
Female
/
Humans
/
Male
Language:
En
Journal:
J Am Acad Child Adolesc Psychiatry
Journal subject:
PEDIATRIA
/
PSIQUIATRIA
Year:
2000
Document type:
Article
Affiliation country:
Estados Unidos