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

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Title: Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms.
Authors: 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
Source: European Child & Adolescent Psychiatry. 2021, Vol. 30 Issue 1, p143-153. 11p. 2 Charts, 3 Graphs.
Subjects: Attention-deficit hyperactivity disorder, Classification of mental disorders, Psychology of parents, Psychometrics, Regression analysis, Psychology of teachers, Access to information, Severity of illness index, Intraclass correlation, 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' 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. [ABSTRACT FROM AUTHOR]
Copyright of European Child & Adolescent Psychiatry is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms.
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  Data: <searchLink fieldCode="AR" term="%22Garcia-Rosales%2C+Alexandra%22">Garcia-Rosales, Alexandra</searchLink><br /><searchLink fieldCode="AR" term="%22Vitoratou%2C+Silia%22">Vitoratou, Silia</searchLink><br /><searchLink fieldCode="AR" term="%22Faraone%2C+Stephen+V%2E%22">Faraone, Stephen V.</searchLink><br /><searchLink fieldCode="AR" term="%22Rudaizky%2C+Daniel%22">Rudaizky, Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Banaschewski%2C+Tobias%22">Banaschewski, Tobias</searchLink><br /><searchLink fieldCode="AR" term="%22Asherson%2C+Philip%22">Asherson, Philip</searchLink><br /><searchLink fieldCode="AR" term="%22Sonuga-Barke%2C+Edmund%22">Sonuga-Barke, Edmund</searchLink><br /><searchLink fieldCode="AR" term="%22Buitelaar%2C+Jan%22">Buitelaar, Jan</searchLink><br /><searchLink fieldCode="AR" term="%22Oades%2C+Robert+D%2E%22">Oades, Robert D.</searchLink><br /><searchLink fieldCode="AR" term="%22Rothenberger%2C+Aribert%22">Rothenberger, Aribert</searchLink><br /><searchLink fieldCode="AR" term="%22Steinhausen%2C+Hans-Christoph%22">Steinhausen, Hans-Christoph</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Eric%22">Taylor, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Wai%22">Chen, Wai</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22European+Child+%26+Adolescent+Psychiatry%22">European Child & Adolescent Psychiatry</searchLink>. 2021, Vol. 30 Issue 1, p143-153. 11p. 2 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Classification+of+mental+disorders%22">Classification of mental disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+parents%22">Psychology of parents</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+information%22">Access to information</searchLink><br /><searchLink fieldCode="DE" term="%22Severity+of+illness+index%22">Severity of illness index</searchLink><br /><searchLink fieldCode="DE" term="%22Intraclass+correlation%22">Intraclass correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms%22">Symptoms</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Child & Adolescent Psychiatry is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s00787-020-01509-4
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      – SubjectFull: Classification of mental disorders
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