TY - JOUR
T1 - The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis
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 authors thank Alexandra Brewis, Alice Charach, Penny Corkum, Renate Drechsler, George DuPaul, Jeffery Epstein, Kenneth Gadow, Dione Healey, Bernd Heubeck, Lindita Imeraj, Stephanie McConaughy, William Pelham Jr., Linda Pfiffner, Jim Stevenson, Rosemary Tannock, and Betty Veenman for providing them with their data and their valuable contribution to the meta-analysis. 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).
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.
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
UR - https://www.scopus.com/pages/publications/85084745094
U2 - 10.1177/1087054720916839
DO - 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 -