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Parent and Teacher Agreement on Wide...

Flammer-Rivera, Lizette Marie.

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Parent and Teacher Agreement on Widely Used Assessment Measures for ADHD: A Comparison of Hispanic and non-Hispanic Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parent and Teacher Agreement on Widely Used Assessment Measures for ADHD: A Comparison of Hispanic and non-Hispanic Students./
Author:	Flammer-Rivera, Lizette Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
Contained By:	Dissertation Abstracts International73-10A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3510086
ISBN:	9781267372970

Parent and Teacher Agreement on Widely Used Assessment Measures for ADHD: A Comparison of Hispanic and non-Hispanic Students.
Flammer-Rivera, Lizette Marie.

Parent and Teacher Agreement on Widely Used Assessment Measures for ADHD: A Comparison of Hispanic and non-Hispanic Students. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 107 p.

Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.

Thesis (Ph.D.)--Lehigh University, 2012.

The present investigation examined the level of agreement between parent and teacher ratings of Hispanic and non-Hispanic students on behavior rating scales. The current study utilized the internalizing scale, externalizing scale and Behavior Symptom Index (i.e. total score) from the Behavior Assessment System for Children (BASC) and the hyperactivity/impulsivity scale, inattention scale and total score from the Attention Deficit Hyperactivity Disorder Rating Scale IV (ADHD RS-IV) to investigate the level of agreement between parent and teacher responses, both with and without ethnicity considered. Participants included 242 parents and teachers of students in 1st through 5th grade, some of whom were experiencing academic difficulties related to ADHD symptomatology as reported by their classroom teachers, as well as their typical peers. Results indicated that no significant differences exist between mean ratings assigned by parents and teachers on the BASC or the ADHD RS-IV. Levels of agreement between parent and teachers for all groups and the non-Hispanic group on the three BASC scales closely replicated the levels reported by the scale developers, supporting the hypotheses. Ratings for Hispanic students on the total score and externalizing scales of the BASC closely replicated reported rates of agreement. This investigation determined the correlation between parent and teacher ratings on the internalizing scale of the BASC to be lower, indicating less agreement, for Hispanic students than was reported for the standardization sample for the instrument. There was a significantly higher level of agreement for parent and teacher ratings on the ADHD RS-IV for all participants as well as the Hispanic and non-Hispanic groups, when examined independently. Implications for application of these results and future directions for research are discussed.

ISBN: 9781267372970Subjects--Topical Terms:

2122778
Bilingual education.

Parent and Teacher Agreement on Widely Used Assessment Measures for ADHD: A Comparison of Hispanic and non-Hispanic Students.
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520 $a The present investigation examined the level of agreement between parent and teacher ratings of Hispanic and non-Hispanic students on behavior rating scales. The current study utilized the internalizing scale, externalizing scale and Behavior Symptom Index (i.e. total score) from the Behavior Assessment System for Children (BASC) and the hyperactivity/impulsivity scale, inattention scale and total score from the Attention Deficit Hyperactivity Disorder Rating Scale IV (ADHD RS-IV) to investigate the level of agreement between parent and teacher responses, both with and without ethnicity considered. Participants included 242 parents and teachers of students in 1st through 5th grade, some of whom were experiencing academic difficulties related to ADHD symptomatology as reported by their classroom teachers, as well as their typical peers. Results indicated that no significant differences exist between mean ratings assigned by parents and teachers on the BASC or the ADHD RS-IV. Levels of agreement between parent and teachers for all groups and the non-Hispanic group on the three BASC scales closely replicated the levels reported by the scale developers, supporting the hypotheses. Ratings for Hispanic students on the total score and externalizing scales of the BASC closely replicated reported rates of agreement. This investigation determined the correlation between parent and teacher ratings on the internalizing scale of the BASC to be lower, indicating less agreement, for Hispanic students than was reported for the standardization sample for the instrument. There was a significantly higher level of agreement for parent and teacher ratings on the ADHD RS-IV for all participants as well as the Hispanic and non-Hispanic groups, when examined independently. Implications for application of these results and future directions for research are discussed.
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