King's College London

Research portal

Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

Research output: Contribution to journalArticle

Standard

Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms. / Garcia-Rosales, Alexandra; Vitoratou, Silia; Faraone, Stephen V.; Rudaizky, Daniel; Banaschewski, Tobias; Asherson, Philip; Sonuga-Barke, Edmund; Buitelaar, Jan; Oades, Robert D.; Rothenberger, Aribert; Steinhausen, Hans Christoph; Taylor, Eric; Chen, Wai.

In: European Child and Adolescent Psychiatry, 03.04.2020.

Research output: Contribution to journalArticle

Harvard

Garcia-Rosales, A, Vitoratou, S, Faraone, SV, Rudaizky, D, Banaschewski, T, Asherson, P, Sonuga-Barke, E, Buitelaar, J, Oades, RD, Rothenberger, A, Steinhausen, HC, Taylor, E & Chen, W 2020, 'Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms', European Child and Adolescent Psychiatry. https://doi.org/10.1007/s00787-020-01509-4

APA

Garcia-Rosales, A., Vitoratou, S., Faraone, S. V., Rudaizky, D., Banaschewski, T., Asherson, P., Sonuga-Barke, E., Buitelaar, J., Oades, R. D., Rothenberger, A., Steinhausen, H. C., Taylor, E., & Chen, W. (2020). Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms. European Child and Adolescent Psychiatry. https://doi.org/10.1007/s00787-020-01509-4

Vancouver

Garcia-Rosales A, Vitoratou S, Faraone SV, Rudaizky D, Banaschewski T, Asherson P et al. Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms. European Child and Adolescent Psychiatry. 2020 Apr 3. https://doi.org/10.1007/s00787-020-01509-4

Author

Garcia-Rosales, Alexandra ; Vitoratou, Silia ; Faraone, Stephen V. ; Rudaizky, Daniel ; Banaschewski, Tobias ; Asherson, Philip ; Sonuga-Barke, Edmund ; Buitelaar, Jan ; Oades, Robert D. ; Rothenberger, Aribert ; Steinhausen, Hans Christoph ; Taylor, Eric ; Chen, Wai. / Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms. In: European Child and Adolescent Psychiatry. 2020.

Bibtex Download

@article{ded459b617734a198a68bd5296e728c2,
title = "Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms",
abstract = "Background: Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings. Objective: To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD symptoms, and the implications of aggregation algorithms in combing parents{\textquoteright} information, i.e. using {\textquoteleft}or-rule{\textquoteright} (endorsement by either one informant) versus {\textquoteleft}and-rule{\textquoteright} (endorsement by both informants). Method: Teacher ratings on Conners scales and clinical data from parental accounts on 1383 probands and their siblings from the IMAGE study were analysed. The psychometric properties of teacher and combined ratings using the item response theory model (IRT) are presented. Kappa coefficients, intraclass correlations and linear regression were employed. Results: First, teacher endorsement of symptoms is located in a narrow part of the trait continuum close to the average levels. Symptoms exhibit comparable perception in the measurement of the trait(s) with similar discrimination ability and information (reliability). Second, the IRT properties of the {\textquoteleft}or-rule{\textquoteright} ratings are predominantly influenced by parent-INFAs; and the {\textquoteleft}and-rule{\textquoteright} ratings predominantly by teacher-INFAs ratings. Third, parent-teacher INFAs agreement was low, both for individual items (κ = 0.01–0.15) and for dimensional scores (r = 0.12–0.16). The {\textquoteleft}or-rule{\textquoteright} captured milder expressions of ADHD symptoms, whereas the {\textquoteleft}and-rule{\textquoteright} indexed greater severity of ADHD. Conclusions: Parent and teacher-INFAs provide different kinds of information, while both are useful. Teacher-INFA and the {\textquoteleft}and-rule{\textquoteright} provide a more accurate index of severity than an additive symptom count. Parent-INFA and the {\textquoteleft}or-rule{\textquoteright} are more sensitive for detecting cases with milder ADHD.",
keywords = "ADHD DSM-IV criteria, Caseness, Diagnostic overshadowing, IRT, Parent/teacher",
author = "Alexandra Garcia-Rosales and Silia Vitoratou and Faraone, {Stephen V.} and Daniel Rudaizky and Tobias Banaschewski and Philip Asherson and Edmund Sonuga-Barke and Jan Buitelaar and Oades, {Robert D.} and Aribert Rothenberger and Steinhausen, {Hans Christoph} and Eric Taylor and Wai Chen",
year = "2020",
month = apr,
day = "3",
doi = "10.1007/s00787-020-01509-4",
language = "English",
journal = "European child & adolescent psychiatry",
issn = "1018-8827",
publisher = "Dr. Dietrich Steinkopff Verlag GmbH and Co. KG",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

AU - Garcia-Rosales, Alexandra

AU - Vitoratou, Silia

AU - Faraone, Stephen V.

AU - Rudaizky, Daniel

AU - Banaschewski, Tobias

AU - Asherson, Philip

AU - Sonuga-Barke, Edmund

AU - Buitelaar, Jan

AU - Oades, Robert D.

AU - Rothenberger, Aribert

AU - Steinhausen, Hans Christoph

AU - Taylor, Eric

AU - Chen, Wai

PY - 2020/4/3

Y1 - 2020/4/3

N2 - Background: Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings. Objective: To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD symptoms, and the implications of aggregation algorithms in combing parents’ information, i.e. using ‘or-rule’ (endorsement by either one informant) versus ‘and-rule’ (endorsement by both informants). Method: Teacher ratings on Conners scales and clinical data from parental accounts on 1383 probands and their siblings from the IMAGE study were analysed. The psychometric properties of teacher and combined ratings using the item response theory model (IRT) are presented. Kappa coefficients, intraclass correlations and linear regression were employed. Results: First, teacher endorsement of symptoms is located in a narrow part of the trait continuum close to the average levels. Symptoms exhibit comparable perception in the measurement of the trait(s) with similar discrimination ability and information (reliability). Second, the IRT properties of the ‘or-rule’ ratings are predominantly influenced by parent-INFAs; and the ‘and-rule’ ratings predominantly by teacher-INFAs ratings. Third, parent-teacher INFAs agreement was low, both for individual items (κ = 0.01–0.15) and for dimensional scores (r = 0.12–0.16). The ‘or-rule’ captured milder expressions of ADHD symptoms, whereas the ‘and-rule’ indexed greater severity of ADHD. Conclusions: Parent and teacher-INFAs provide different kinds of information, while both are useful. Teacher-INFA and the ‘and-rule’ provide a more accurate index of severity than an additive symptom count. Parent-INFA and the ‘or-rule’ are more sensitive for detecting cases with milder ADHD.

AB - Background: Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings. Objective: To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD symptoms, and the implications of aggregation algorithms in combing parents’ information, i.e. using ‘or-rule’ (endorsement by either one informant) versus ‘and-rule’ (endorsement by both informants). Method: Teacher ratings on Conners scales and clinical data from parental accounts on 1383 probands and their siblings from the IMAGE study were analysed. The psychometric properties of teacher and combined ratings using the item response theory model (IRT) are presented. Kappa coefficients, intraclass correlations and linear regression were employed. Results: First, teacher endorsement of symptoms is located in a narrow part of the trait continuum close to the average levels. Symptoms exhibit comparable perception in the measurement of the trait(s) with similar discrimination ability and information (reliability). Second, the IRT properties of the ‘or-rule’ ratings are predominantly influenced by parent-INFAs; and the ‘and-rule’ ratings predominantly by teacher-INFAs ratings. Third, parent-teacher INFAs agreement was low, both for individual items (κ = 0.01–0.15) and for dimensional scores (r = 0.12–0.16). The ‘or-rule’ captured milder expressions of ADHD symptoms, whereas the ‘and-rule’ indexed greater severity of ADHD. Conclusions: Parent and teacher-INFAs provide different kinds of information, while both are useful. Teacher-INFA and the ‘and-rule’ provide a more accurate index of severity than an additive symptom count. Parent-INFA and the ‘or-rule’ are more sensitive for detecting cases with milder ADHD.

KW - ADHD DSM-IV criteria

KW - Caseness

KW - Diagnostic overshadowing

KW - IRT

KW - Parent/teacher

UR - http://www.scopus.com/inward/record.url?scp=85082948195&partnerID=8YFLogxK

U2 - 10.1007/s00787-020-01509-4

DO - 10.1007/s00787-020-01509-4

M3 - Article

C2 - 32246275

AN - SCOPUS:85082948195

JO - European child & adolescent psychiatry

JF - European child & adolescent psychiatry

SN - 1018-8827

ER -

View graph of relations

© 2018 King's College London | Strand | London WC2R 2LS | England | United Kingdom | Tel +44 (0)20 7836 5454