Literature DB >> 17333362

Modeling rater disagreement for ADHD: are parents or teachers biased?

Christie A Hartman1, Soo H Rhee, Erik G Willcutt, Bruce F Pennington.   

Abstract

The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings.

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Mesh：

Year:  2007        PMID： 17333362     DOI： 10.1007/s10802-007-9110-y

Source DB:  PubMed          Journal:  J Abnorm Child Psychol        ISSN： 0091-0627


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7.  Does the definition of ADHD affect heritability?

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  38 in total

1.  Parent and teacher ratings of attention during a year-long methylphenidate trial in children treated for cancer.

Authors:  Kelli L Netson; Heather M Conklin; Jason M Ashford; Lisa S Kahalley; Shengie Wu; Xiaoping Xiong
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3.  Childhood neurodevelopmental disorders and violent criminality: a sibling control study.

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4.  Maternal acetaminophen use during pregnancy and childhood behavioural problems: Discrepancies between mother- and teacher-reported outcomes.

Authors:  Samantha E Parker; Brent R Collett; Martha M Werler
Journal:  Paediatr Perinat Epidemiol       Date:  2019-11-06       Impact factor: 3.980

Review 5.  Phenotypic and measurement influences on heritability estimates in childhood ADHD.

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6.  A Comparison between School and Home Rating Scales and Reliability-Validity of the Scales-the Scales for Diagnosing Attention-Deficit/Hyperactivity Disorder.

Authors:  Ebru Aksu Meriçli; Figen Turan
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7.  Socioeconomic Factors in Relation to Discrepancy in Parent versus Teacher Ratings of Child Behavior.

Authors:  Sarah Lederberg Stone; Matthew L Speltz; Brent Collett; Martha M Werler
Journal:  J Psychopathol Behav Assess       Date:  2013-09-01

8.  The impact of attention on social functioning in survivors of pediatric acute lymphoblastic leukemia and brain tumors.

Authors:  Katherine H Moyer; Victoria W Willard; Alan M Gross; Kelli L Netson; Jason M Ashford; Lisa S Kahalley; Shengjie Wu; Xiaoping Xiong; Heather M Conklin
Journal:  Pediatr Blood Cancer       Date:  2012-07-27       Impact factor: 3.167

9.  High concordance of parent and teacher attention-deficit/hyperactivity disorder ratings in medicated and unmedicated children with autism spectrum disorders.

Authors:  Deborah A Pearson; Michael G Aman; L Eugene Arnold; David M Lane; Katherine A Loveland; Cynthia W Santos; Charles D Casat; Rosleen Mansour; Susan W Jerger; Sarah Ezzell; Perry Factor; Salome Vanwoerden; Enstin Ye; Punya Narain; Lynne A Cleveland
Journal:  J Child Adolesc Psychopharmacol       Date:  2012-07-31       Impact factor: 2.576

10.  Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism.

Authors:  Gazi Azad; Erica Reisinger; Ming Xie; David S Mandell
Journal:  School Ment Health       Date:  2015-11-30
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