Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years.
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Publication Date
2018-09Journal Title
International journal of methods in psychiatric research
ISSN
1049-8931
Publisher
Wiley-Blackwell
Volume
27
Issue
3
Pages
e1723
Language
eng
Type
Article
This Version
AM
Physical Medium
Print-Electronic
Metadata
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Murray, A., Booth, T., Ribeaud, D., & 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. https://doi.org/10.1002/mpr.1723
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.
Keywords
Humans, Models, Statistical, Longitudinal Studies, Cross-Sectional Studies, Child Development, Parents, Attention Deficit Disorder with Hyperactivity, Adult, Child, Female, Male, School Teachers
Sponsorship
Jacobs Foundation
Swiss National Science Foundation
Identifiers
External DOI: https://doi.org/10.1002/mpr.1723
This record's URL: https://www.repository.cam.ac.uk/handle/1810/278836
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