Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample. Mitsis, E M, McKay, K E, Schulz, K P, Newcorn, J H, & Halperin, J M Journal of the American Academy of Child and Adolescent Psychiatry, 39(3):308–13, March, 2000. ![Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample. [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex 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.
@article{mitsis_parent-teacher_2000,
title = {Parent-teacher concordance for {DSM}-{IV} attention-deficit/hyperactivity disorder in a clinic-referred sample.},
volume = {39},
issn = {0890-8567},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10714050},
doi = {10.1097/00004583-200003000-00012},
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.},
number = {3},
urldate = {2015-05-12},
journal = {Journal of the American Academy of Child and Adolescent Psychiatry},
author = {Mitsis, E M and McKay, K E and Schulz, K P and Newcorn, J H and Halperin, J M},
month = mar,
year = {2000},
pmid = {10714050},
keywords = {Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Male, Observer Variation, Personality Assessment, Personality Assessment: statistics \& numerical dat, Psychometrics, Referral and Consultation, Referral and Consultation: statistics \& numerical, Social Environment},
pages = {308--13},
}
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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.","number":"3","urldate":"2015-05-12","journal":"Journal of the American Academy of Child and Adolescent Psychiatry","author":[{"propositions":[],"lastnames":["Mitsis"],"firstnames":["E","M"],"suffixes":[]},{"propositions":[],"lastnames":["McKay"],"firstnames":["K","E"],"suffixes":[]},{"propositions":[],"lastnames":["Schulz"],"firstnames":["K","P"],"suffixes":[]},{"propositions":[],"lastnames":["Newcorn"],"firstnames":["J","H"],"suffixes":[]},{"propositions":[],"lastnames":["Halperin"],"firstnames":["J","M"],"suffixes":[]}],"month":"March","year":"2000","pmid":"10714050","keywords":"Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Male, Observer Variation, Personality Assessment, Personality Assessment: statistics & numerical dat, Psychometrics, Referral and Consultation, Referral and Consultation: statistics & numerical, Social Environment","pages":"308–13","bibtex":"@article{mitsis_parent-teacher_2000,\n\ttitle = {Parent-teacher concordance for {DSM}-{IV} attention-deficit/hyperactivity disorder in a clinic-referred sample.},\n\tvolume = {39},\n\tissn = {0890-8567},\n\turl = {http://www.ncbi.nlm.nih.gov/pubmed/10714050},\n\tdoi = {10.1097/00004583-200003000-00012},\n\tabstract = {OBJECTIVE: To examine concordance between parent and teacher reports of DSM-IV attention-deficit/hyperactivity disorder (ADHD) and its symptoms.\n\nMETHOD: 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.\n\nRESULTS: 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.\n\nCONCLUSIONS: 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.},\n\tnumber = {3},\n\turldate = {2015-05-12},\n\tjournal = {Journal of the American Academy of Child and Adolescent Psychiatry},\n\tauthor = {Mitsis, E M and McKay, K E and Schulz, K P and Newcorn, J H and Halperin, J M},\n\tmonth = mar,\n\tyear = {2000},\n\tpmid = {10714050},\n\tkeywords = {Attention Deficit Disorder with Hyperactivity, Attention Deficit Disorder with Hyperactivity: dia, Attention Deficit Disorder with Hyperactivity: psy, Child, Female, Humans, Male, Observer Variation, Personality Assessment, Personality Assessment: statistics \\& numerical dat, Psychometrics, Referral and Consultation, Referral and Consultation: statistics \\& numerical, Social Environment},\n\tpages = {308--13},\n}\n\n","author_short":["Mitsis, E M","McKay, K E","Schulz, K P","Newcorn, J H","Halperin, J M"],"key":"mitsis_parent-teacher_2000","id":"mitsis_parent-teacher_2000","bibbaseid":"mitsis-mckay-schulz-newcorn-halperin-parentteacherconcordancefordsmivattentiondeficithyperactivitydisorderinaclinicreferredsample-2000","role":"author","urls":{"Paper":"http://www.ncbi.nlm.nih.gov/pubmed/10714050"},"keyword":["Attention Deficit Disorder with Hyperactivity","Attention Deficit Disorder with Hyperactivity: dia","Attention Deficit Disorder with Hyperactivity: psy","Child","Female","Humans","Male","Observer Variation","Personality Assessment","Personality Assessment: statistics & numerical dat","Psychometrics","Referral and Consultation","Referral and Consultation: statistics & numerical","Social Environment"],"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/asrommel","dataSources":["J8fbWsdsy3xAaB3pX"],"keywords":["attention deficit disorder with hyperactivity","attention deficit disorder with hyperactivity: dia","attention deficit disorder with hyperactivity: psy","child","female","humans","male","observer variation","personality assessment","personality assessment: statistics & numerical dat","psychometrics","referral and consultation","referral and consultation: statistics & numerical","social environment"],"search_terms":["parent","teacher","concordance","dsm","attention","deficit","hyperactivity","disorder","clinic","referred","sample","mitsis","mckay","schulz","newcorn","halperin"],"title":"Parent-teacher concordance for DSM-IV attention-deficit/hyperactivity disorder in a clinic-referred sample.","year":2000}