Identifying ADHD Subtypes using the Parent and Teacher Rating Scales of the Behavior Assessment Scale for Children

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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Play interactions of parents toward children with autism spectrum disorder: NeuroPLAY parent play behavior assessment scale

Journal of Child and Adolescent Psychiatric Nursing ◽

10.1111/jcap.12338 ◽

2021 ◽

Author(s):

Elif N. Gürkan Tazegül ◽

Feyza Kutlu Konuk ◽

Şerife S. Aksu ◽

Öykü S. Unay ◽

Müdriye Yıldız Bıçakçı ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Children With Autism ◽

Autism Spectrum ◽

Play Behavior ◽

Spectrum Disorder ◽

Assessment Scale ◽

Behavior Assessment ◽

Play Interactions

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Sensory processing and organisational abilities in children with inattentive-hyperactive behaviours

International Journal of Therapy and Rehabilitation ◽

10.12968/ijtr.2018.0102 ◽

2020 ◽

Vol 27 (1) ◽

pp. 1-10

Author(s):

Pavithra R Iyer ◽

Shashidhar Rao Chavan ◽

Sumita Rege

Keyword(s):

Sensory Processing ◽

Rating Scales ◽

Multisensory Processing ◽

Community Sample ◽

Teacher Rating ◽

Sensory Profile ◽

Hyperactivity Disorder ◽

Potential Factors ◽

Processing Differences ◽

Temporal Organisation

Background/Aims Sensory processing has been theorised to contribute to object and temporal organisation. Sensory processing and organisational abilities in children with inattention-hyperactivity was assessed, and investigated if there was a relationship between the two. Methods A community sample of children aged 9–12 years was categorised into inattentive-hyperactive (n=20) and non-inattentive-hyperactive groups (n=56) using the Vanderbilt Attention Deficit Hyperactivity Disorder Parent and Teacher Rating Scales. The Sensory Profile, Child Organisation Scale and Child Organisation Parent Perception Scale were used to collect additional data. Results Sensory processing and organisational abilities differed significantly between the groups. Object organisation correlated significantly with multisensory processing; temporal organisation failed to correlate with sensory processing. Conclusions Results suggest there is a need to screen children with informant-reported inattention-hyperactivity for sensory processing differences and organisational deficits. Sensory processing and object organisation may be associated; further research on potential factors underlying this association is needed.

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Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874290302800402 ◽

2003 ◽

Vol 28 (4) ◽

pp. 386-400 ◽

Cited By ~ 26

Author(s):

Sally M. Barton-Arwood ◽

Joseph H. Wehby ◽

Philip L. Gunter ◽

Kathleen L. Lane

Keyword(s):

Behavioral Disorders ◽

Rating Scales ◽

Pearson Correlation ◽

Correlation Coefficients ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Future Research ◽

Intrarater Reliability ◽

Functional Behavior ◽

Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

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Diagnosis Based on Parent and Teacher Rating for Attention Deficit Hyperactivity Disorder

JMS SKIMS ◽

10.33883/jms.v13i1.37 ◽

2010 ◽

Vol 13 (1) ◽

pp. 11-14

Author(s):

Abdul Rouf ◽

Shabnum Rivees ◽

A Wahid Khan ◽

A G Madhosh ◽

Zeba Zeba

Keyword(s):

Attention Deficit ◽

Rating Scales ◽

Rating Scale ◽

Teacher Rating ◽

Parent Rating ◽

Four Dimensions ◽

Hyperactivity Disorder ◽

Significant Difference ◽

Adhd Children ◽

Icd 10

Parents and teachers play a significant role in the diagnosis of ADHD in children in the clinical setting. With the same in consideration a study was conducted to compare the perception between parents and teachers on the rating scales for ADHD children. The study was conducted on a sample of parents and teachers of 100 children diagnosed as having ADHD as per ICD-10 diagnostic criteria. A newly constructed and standardized parent rating scale for parents of ADHD children and attention deficit comprehensive teacher rating scale for teachers was administered on the target sample. Results indicate that there was statistically no significant difference in the rating of perception between parents and teachers on four dimensions, viz (i) attention (ii) hyperactivity (iii) social skills (iv) oppositional behaviour of ADHD children. To verify these findings, positive correlation was found between parents and teachers perception on all the four dimensions.J Med Sci.2010;13(1);11-14

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Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

Journal of Psychoeducational Assessment ◽

10.1177/0734282920970718 ◽

2020 ◽

pp. 073428292097071

Author(s):

Michal Jabůrek ◽

Adam Ťápal ◽

Šárka Portešová ◽

Steven I. Pfeiffer

Keyword(s):

Factor Structure ◽

Concurrent Validity ◽

Rating Scales ◽

Teacher Rating ◽

Halo Effect ◽

Validity And Reliability ◽

Retest Reliability ◽

Alternative Models ◽

Teachers And Parents ◽

Test Retest Reliability

The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., & Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent ( n = 277) and teacher raters ( n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales ( r = .84–.87).

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

Journal of Attention Disorders ◽

10.1177/1087054720916839 ◽

2020 ◽

pp. 108705472091683

Author(s):

Anouck I. Staff ◽

Jaap Oosterlaan ◽

Saskia van der Oord ◽

Pieter J. Hoekstra ◽

Karen Vertessen ◽

...

Keyword(s):

Systematic Review ◽

Convergent Validity ◽

Rating Scales ◽

Rating Scale ◽

Meta Analysis ◽

Teacher Rating ◽

Impulsive Behavior ◽

Adhd Symptoms ◽

Clinical Interviews ◽

Scale Scores

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.

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