AI Article Synopsis
- - This systematic review looked at the effectiveness of teacher rating scales for assessing ADHD in children, comparing them with more established methods like clinical interviews and classroom observations.
- - Meta-analysis of 22 studies involving nearly 4,000 children found strong correlations (0.55-0.64) between teacher ratings and clinical interviews, particularly for hyperactive-impulsive behavior.
- - While teacher rating scales are considered valid and efficient for identifying ADHD symptoms in the classroom, low correlations with structured observations indicate that observations can provide additional valuable insights.
Article Abstract
To assess attention-deficit/hyperactivity disorder (ADHD) symptoms in the classroom, most often teacher rating scales are used. However, clinical interviews and observations are recommended as gold standard assessment. This systematic review and meta-analysis evaluates the validity of teacher rating scales. Twenty-two studies ( = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. Results showed convergent validity for rating scale scores, with the strongest correlations ( = .55-.64) for validation against interviews, and for hyperactive-impulsive behavior. Divergent validity was confirmed for teacher ratings validated against interviews, whereas validated against observations this was confirmed for inattention only. Teacher rating scales appear a valid and time-efficient measure to assess classroom ADHD; although validated against semi-structured clinical interviews, there were only a few studies available. Low correlations between ratings and structured observations of inattention suggest that observations could add information above rating scales.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8369909 | PMC |
| http://dx.doi.org/10.1177/1087054720916839 | DOI Listing |
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