TY - JOUR
T1 - The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom
T2 - A Systematic Review and Meta-Analysis
AU - Staff, Anouck I.
AU - Oosterlaan, Jaap
AU - van der Oord, Saskia
AU - Hoekstra, Pieter J.
AU - Vertessen, Karen
AU - de Vries, Ralph
AU - van den Hoofdakker, Barbara J.
AU - Luman, Marjolein
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Netherlands Organization for Health Research and Development (ZonMw; Grant No. 729300013). Publisher Copyright: © ©The Author(s) 2020. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2021/9/1
Y1 - 2021/9/1
N2 - Objective: 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. Method: Twenty-two studies (N = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. Results: Results showed convergent validity for rating scale scores, with the strongest correlations (r =.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. Conclusion: 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.
AB - Objective: 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. Method: Twenty-two studies (N = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. Results: Results showed convergent validity for rating scale scores, with the strongest correlations (r =.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. Conclusion: 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.
KW - ADHD
KW - clinical interview
KW - rating scale
KW - structured observation
KW - validity
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U2 - https://doi.org/10.1177/1087054720916839
DO - https://doi.org/10.1177/1087054720916839
M3 - Article
C2 - 32390490
SN - 1087-0547
VL - 25
SP - 1578
EP - 1593
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 11
ER -
