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Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years


Murray, Aja Louise; Booth, T; Ribeaud, Denis; Eisner, M (2018). Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years. International Journal of Methods in Psychiatric Research, 27(3):e1723.

Abstract

Objectives: It is well-known that in cross-sectional analyses, agreement between informants is modest as best when rating ADHD and other disruptive behaviour disorder symptoms. We here aimed to develop recommendations for the use of multi-informant data in the context of longitudinal developmental analyses that examine symptom trajectories over time. Method: Using parallel process modelling, we estimated parent-teacher agreement in inattention and hyperactivity/impulsivity symptom initial levels and slopes across the elementary school years (ages 7, 9 and 11) for a community sample of n=1388 youth. We also used these models to examine whether initial levels and slopes differed significantly across informants. Results: Informant agreement was low to moderate and higher for inattention slopes (r=.47) than for hyperactivity/impulsivity slopes (r=.23). Parents and teachers reported opposite developmental trends for inattention with teachers reporting declines and parents reporting increases over time. Parents reported overall higher levels of hyperactivity/impulsivity but there were no average informant differences in slopes. Conclusion: Of the options available, we recommend specifying separate but correlated factors for different informants in developmental analyses of ADHD. This can be achieved within latent growth curve and growth mixture models.

Abstract

Objectives: It is well-known that in cross-sectional analyses, agreement between informants is modest as best when rating ADHD and other disruptive behaviour disorder symptoms. We here aimed to develop recommendations for the use of multi-informant data in the context of longitudinal developmental analyses that examine symptom trajectories over time. Method: Using parallel process modelling, we estimated parent-teacher agreement in inattention and hyperactivity/impulsivity symptom initial levels and slopes across the elementary school years (ages 7, 9 and 11) for a community sample of n=1388 youth. We also used these models to examine whether initial levels and slopes differed significantly across informants. Results: Informant agreement was low to moderate and higher for inattention slopes (r=.47) than for hyperactivity/impulsivity slopes (r=.23). Parents and teachers reported opposite developmental trends for inattention with teachers reporting declines and parents reporting increases over time. Parents reported overall higher levels of hyperactivity/impulsivity but there were no average informant differences in slopes. Conclusion: Of the options available, we recommend specifying separate but correlated factors for different informants in developmental analyses of ADHD. This can be achieved within latent growth curve and growth mixture models.

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Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Jacobs Center for Productive Youth Development
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Health Sciences > Psychiatry and Mental Health
Language:German
Date:1 September 2018
Deposited On:25 Jul 2019 13:16
Last Modified:29 Jul 2020 09:55
Publisher:Wiley-Blackwell Publishing, Inc.
ISSN:1049-8931
OA Status:Hybrid
Free access at:PubMed ID. An embargo period may apply.
Publisher DOI:https://doi.org/10.1002/mpr.1723
PubMed ID:29845677

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