The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis

Anouck I. Staff, Jaap Oosterlaan, Saskia van der Oord, Pieter J. Hoekstra, Karen Vertessen, Ralph de Vries, Barbara J. van den Hoofdakker, Marjolein Luman

Onderzoeksoutputpeer review

17 Citaten (Scopus)
461 Downloads (Pure)

Samenvatting

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.

Originele taal-2English
Pagina's (van-tot)1578-1593
Aantal pagina's16
TijdschriftJournal of Attention Disorders
Volume25
Nummer van het tijdschrift11
DOI's
StatusPublished - sep.-2021

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