Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data

George J. DuPaul, Robert Reid, Arthur D. Anastopoulos, Matthew C. Lambert, Marley W. Watkins, Thomas J. Power

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.

Original languageEnglish (US)
Pages (from-to)214-225
Number of pages12
JournalPsychological Assessment
Volume28
Issue number2
DOIs
StatePublished - Feb 1 2016

Fingerprint

Attention Deficit Disorder with Hyperactivity
Hispanic Americans
Impulsive Behavior
African Americans
Diagnostic and Statistical Manual of Mental Disorders
Language
Parents
Demography
Students

Keywords

  • ADHD
  • Assessment
  • Attention-deficit/hyperactivity disorder
  • Parent ratings
  • Teacher ratings

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms : Factor structure and normative data. / DuPaul, George J.; Reid, Robert; Anastopoulos, Arthur D.; Lambert, Matthew C.; Watkins, Marley W.; Power, Thomas J.

In: Psychological Assessment, Vol. 28, No. 2, 01.02.2016, p. 214-225.

Research output: Contribution to journalArticle

DuPaul, George J. ; Reid, Robert ; Anastopoulos, Arthur D. ; Lambert, Matthew C. ; Watkins, Marley W. ; Power, Thomas J. / Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms : Factor structure and normative data. In: Psychological Assessment. 2016 ; Vol. 28, No. 2. pp. 214-225.
@article{55f4f24f8c874bd8acc5fac751e550ec,
title = "Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data",
abstract = "Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.",
keywords = "ADHD, Assessment, Attention-deficit/hyperactivity disorder, Parent ratings, Teacher ratings",
author = "DuPaul, {George J.} and Robert Reid and Anastopoulos, {Arthur D.} and Lambert, {Matthew C.} and Watkins, {Marley W.} and Power, {Thomas J.}",
year = "2016",
month = "2",
day = "1",
doi = "10.1037/pas0000166",
language = "English (US)",
volume = "28",
pages = "214--225",
journal = "Psychological Assessment",
issn = "1040-3590",
publisher = "American Psychological Association Inc.",
number = "2",

}

TY - JOUR

T1 - Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms

T2 - Factor structure and normative data

AU - DuPaul, George J.

AU - Reid, Robert

AU - Anastopoulos, Arthur D.

AU - Lambert, Matthew C.

AU - Watkins, Marley W.

AU - Power, Thomas J.

PY - 2016/2/1

Y1 - 2016/2/1

N2 - Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.

AB - Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.

KW - ADHD

KW - Assessment

KW - Attention-deficit/hyperactivity disorder

KW - Parent ratings

KW - Teacher ratings

UR - http://www.scopus.com/inward/record.url?scp=84956626442&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84956626442&partnerID=8YFLogxK

U2 - 10.1037/pas0000166

DO - 10.1037/pas0000166

M3 - Article

C2 - 26011476

AN - SCOPUS:84956626442

VL - 28

SP - 214

EP - 225

JO - Psychological Assessment

JF - Psychological Assessment

SN - 1040-3590

IS - 2

ER -