{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Staff AI"],"funding":["ZonMw"],"pagination":["1578-1593"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC8369909"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["25(11)"],"pubmed_abstract":["<b>Objective:</b> 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. <b>Method:</b> Twenty-two studies (<i>N</i> = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. <b>Results:</b> Results showed convergent validity for rating scale scores, with the strongest correlations (<i>r</i> = .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. <b>Conclusion:</b> 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."],"journal":["Journal of attention disorders"],"pubmed_title":["The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis."],"pmcid":["PMC8369909"],"funding_grant_id":["729300013"],"pubmed_authors":["Luman M","Oosterlaan J","de Vries R","Hoekstra PJ","van der Oord S","van den Hoofdakker BJ","Staff AI","Vertessen K"],"additional_accession":[]},"is_claimable":false,"name":"The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis.","description":"<b>Objective:</b> 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. <b>Method:</b> Twenty-two studies (<i>N</i> = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. <b>Results:</b> Results showed convergent validity for rating scale scores, with the strongest correlations (<i>r</i> = .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. <b>Conclusion:</b> 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.","dates":{"release":"2021-01-01T00:00:00Z","publication":"2021 Sep","modification":"2024-11-20T14:58:07.753Z","creation":"2022-02-11T08:16:07.353Z"},"accession":"S-EPMC8369909","cross_references":{"pubmed":["32390490"],"doi":["10.1177/1087054720916839"]}}