Rapson Gomez1. 1. University of Ballarat, Australia.
Abstract
OBJECTIVE: The aims of the study were to examine differential symptom functioning (DSF) and agreement across parent and teacher ratings for the DSM-IV ADHD inattention (IA) and hyperactivity/impulsivity (HI) symptoms, listed in the Disruptive Behavior Rating Scale (DBRS). METHOD: DSF was examined using a parametric technique involving ordinal logistic regression, and also a nonparametric technique known as kernel smoothing implemented in the program TestGraf. To accomplish the aims, Australian parents and teachers completed the DBRS for 213 children, between 6 and 11 years of age. RESULTS: The results of both analytical procedures showed no DSF across all the IA and HI symptoms. Additional results indicated low parent-teacher agreement. CONCLUSION: The absence of DSF suggests that previous reports of low parent-teacher agreement are likely to reflect a true state of affairs and that parent and teacher ratings can be compared. In this context, the low parent-teacher agreement can be interpreted as indication that the attention deficit hyperactivity disorder (ADHD) symptoms are situation specific.
OBJECTIVE: The aims of the study were to examine differential symptom functioning (DSF) and agreement across parent and teacher ratings for the DSM-IV ADHD inattention (IA) and hyperactivity/impulsivity (HI) symptoms, listed in the Disruptive Behavior Rating Scale (DBRS). METHOD: DSF was examined using a parametric technique involving ordinal logistic regression, and also a nonparametric technique known as kernel smoothing implemented in the program TestGraf. To accomplish the aims, Australian parents and teachers completed the DBRS for 213 children, between 6 and 11 years of age. RESULTS: The results of both analytical procedures showed no DSF across all the IA and HI symptoms. Additional results indicated low parent-teacher agreement. CONCLUSION: The absence of DSF suggests that previous reports of low parent-teacher agreement are likely to reflect a true state of affairs and that parent and teacher ratings can be compared. In this context, the low parent-teacher agreement can be interpreted as indication that the attention deficit hyperactivity disorder (ADHD) symptoms are situation specific.
Authors: Melanie A Dirks; Andres De Los Reyes; Margaret Briggs-Gowan; David Cella; Lauren S Wakschlag Journal: J Child Psychol Psychiatry Date: 2012-02-24 Impact factor: 8.982
Authors: Krista W Ranby; Marcella H Boynton; Scott H Kollins; F Joseph McClernon; Chongming Yang; Bernard F Fuemmeler Journal: J Clin Child Adolesc Psychol Date: 2012-03-06