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Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample.
J Am Acad Child Adolesc Psychiatry. 2000 Mar; 39(3):308-13.JA

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.

Authors+Show Affiliations

Department of Psychology, City University of New York, USA.No affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, P.H.S.

Language

eng

PubMed ID

10714050

Citation

Mitsis, E M., et al. "Parent-teacher Concordance for DSM-IV Attention-deficit/hyperactivity Disorder in a Clinic-referred Sample." Journal of the American Academy of Child and Adolescent Psychiatry, vol. 39, no. 3, 2000, pp. 308-13.
Mitsis EM, McKay KE, Schulz KP, et al. Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample. J Am Acad Child Adolesc Psychiatry. 2000;39(3):308-13.
Mitsis, E. M., McKay, K. E., Schulz, K. P., Newcorn, J. H., & Halperin, J. M. (2000). Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child and Adolescent Psychiatry, 39(3), 308-13.
Mitsis EM, et al. Parent-teacher Concordance for DSM-IV Attention-deficit/hyperactivity Disorder in a Clinic-referred Sample. J Am Acad Child Adolesc Psychiatry. 2000;39(3):308-13. PubMed PMID: 10714050.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample. AU - Mitsis,E M, AU - McKay,K E, AU - Schulz,K P, AU - Newcorn,J H, AU - Halperin,J M, PY - 2000/3/14/pubmed PY - 2000/3/14/medline PY - 2000/3/14/entrez SP - 308 EP - 13 JF - Journal of the American Academy of Child and Adolescent Psychiatry JO - J Am Acad Child Adolesc Psychiatry VL - 39 IS - 3 N2 - 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. SN - 0890-8567 UR - https://www.unboundmedicine.com/medline/citation/10714050/Parent_teacher_concordance_for_DSM_IV_attention_deficit/hyperactivity_disorder_in_a_clinic_referred_sample_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0890-8567(09)66158-X DB - PRIME DP - Unbound Medicine ER -