Disagreement between parents, teachers and adolescents in reporting ADHD symptoms: what have we learned?
Main Article Content
Abstract
Abstract:
Recognizing ADHD symptoms during adolescent years maybe challenging. Multi-informant assessment has been implicated to facilitate the diagnostic process. However, disagreement between different informants is common, creating problems in clinical practice. Parents, adolescents and teachers report ADHD symptoms from their own perspectives and biases. Several other factors such as nature of the symptoms, different settings where behavior is observed, cultural values, parental education and stress, contribute to influence agreement between informants. It is important for clinicians to understand why disagreement occurs rather than disregard the information as less significant. Each informant provides unique information and contributes significantly to a comprehensive overview of the clinical features. This paper reviews agreement between informants in reporting ADHD symptoms among adolescents, explores factors contributing to disagreement, and discusses strategies to harmonize information from the different informants.
Article Details
How to Cite
WAN ISMAIL, Wan Salwina; NIK JAAFAR, Nik Ruzyanei; BAHARUDIN, Azlin.
Disagreement between parents, teachers and adolescents in reporting ADHD symptoms: what have we learned?.
Medical Research Archives, [S.l.], v. 5, n. 4, apr. 2017.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/1177>. Date accessed: 15 nov. 2024.
Keywords
ADHD reporting; adolescent; informants disagreement
Section
Review Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
References
1. Chinawa JM & Obu HA. Epidemiology of Attention Deficit/Hyperactivity Disorder. In: Norvilitis JM.(ed.) ADHD New Directions in Diagnosis and Treatment. Intech; 2015.p3-14.
2. Yasumura A & Inagaki M. Executive Function in Children with Attention Deficit/Hyperactivity Disorder. In: Norvilitis JM.(ed.) ADHD New Directions in Diagnosis and Treatment. Intech; 2015. p167-177.
3. Barkley RA. Adolescents with attention-deficit/hyperactivity disorder: an overview of empirically based treatments. J Psychiat Pract. 2004;10(1):39-56.
4. Turgay A, Goodman DW, Asherson P, Lasser RA, Babcock TF, Pucci ML ,et.al. Lifesapn Persistence of ADHD:The Life Transition Model and Its Application. J Clin Psychiatry. 2012; 73(2):192-201. doi: 10.4088/JCP.10m06628.
5. Wolraich ML, Wibbelsman CJ, Brown TE, Evans SW, Gotlieb EM, Knight JR, et.al. Attention-Deficit/Hyperactivity Disorder Among Adolescents: A Review of the Diagnosis, Treatment, and Clinical Implications. Pediatrics 2005;115:1734-1746. DOI: 10.1542/peds.2004-1959
6. Diagnostic and Statistical Manual of Mental Disorders. Fifth Edition. DSM-5.American Psychiatric Association; 2013.
7. Caye A, Machado JD, Rohde LA. Evaluating Parental Disagreement in ADHD Diagnosis: Can We Rely on a Single Report. J Atten Disord. 2013;1-6. DOI: 10.1177/1087054713504134
8. Coutinho G, Mattos P, Schmitz M, Fortes D, Borges M. Agreement rates between parents’ and teachers’ reports on ADHD symptomatology: findings from a Brazilian clinical sample. Rev Psiq Clín. 2009;36(3):101-104.
9. Kaner S. ADHD symptoms in national samples of Turkish adolescents: self,parent, and teacher reports. Procedia Soc Behav Sci. 2011;15:3342–3348.
10. Langberg JM, Epstein JN, Simon JO, Loren REA, Arnold LE, Hechtman L. et.al. Parental Agreement on ADHD-Symptom Specific and Broadband Externalizing Ratings of Child Behaviour. J Emot Behav Disord. 2010;18(1):41-50. doi:10.1177/1063426608330792.
11. Sibley MH, Pelham Jr. WE, Molina BSG, Gnagy EM, Waschbusch DA, Garefino AC, et.al. Diagnosing ADHD in Adolescence. J Consult Clin Psychol. 2012; 80(1):139–150.
12. Smith L. Examining Parent-Child Cross-Informant Reports of Attention and Hyperactivity Problems among Low-Income Latino Youth. DePaul Discoveries. 2013; 2(1): 262-266.
13. Solie H, Larsson B, Morch W-T. Comparison of Mother, Father and Teacher Reports of ADHD Core Symptoms in a Sample of Child Psychiatric Outpatients. J Atten Disord. 2013;17: 699-710.
14. Wan Salwina WI, Azlin B, Nik Ruzyanei NJ, Marhani M, Fairuz Nazri AR. Attention Deficit Hyperactivity Disorder symptoms reporting in Malaysian adolescents: Do adolescents, parents and teachers agree with each other?. Asian J Psychiatr. 2013; 6: 6483–487.
15. Du Rietz E, Kuja-Halkola R, Brikell I, Jangmo A, Sariaslan A, Lichtensteinet P, et.al. Predictive validity of parent- and self-rated ADHD symptoms in adolescence on adverse socioeconomic and health outcomes. Eur Child Adolesc Psychiatry. 2017;1-11. doi:10.1007/s00787-017-0957-3
16. Du Rietz E, Cheung CHM, McLoughlin G, Brandeis D, Banaschewski T, Asherson P et.al. Self-report of ADHD shows limited agreement with objective markers of persistence and remittance.J Psychiatr Res. 2016; 82:91-99. doi.org/10.1016/j.jpsychires.2016.07.020
17. Hogue A, Dauber S, Lichvar E, Spiewak G. Adolescent and Caregiver Reports of ADHD Symptoms among Inner-City Youth: Agreement, Perceived Need for Treatment, and Behavioral Correlates. J Atten Disord. 2014;18(3): 212–225. doi:10.1177/1087054712443160.
18. Kennerley S, Jaquiery B, Hatch B, Healey M, Wheeler BJ, Healey D. Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder. J Psychoeduc Assess. 2016;1-12.
DOI: 10.1177/0734282916670797
19. Rescorla LA, Ewing G, Ivanova MY, Aebi M, Bilenberg N, Dieleman GC et.al. Parent–Adolescent Cross-Informant Agreement in Clinically Referred Samples: Findings From Seven Societies. J Clin Child Adolesc.2017;46(1):74-87. DOI:10.1080/15374416.2016.1266642
20. Martel MM, Schimmack U, Nikolas M, Nigg JT. Integration of Symptom Ratings From Multiple Informants in ADHD Diagnosis:A Psychometric Model With Clinical Utility. Psychol Asessment. 2015;1-12. doi.org/10.1037/pas0000088
21. Narad M, Garner A, Peugh J, Tamm L, Antonini T, Kingery K, et.al. Parent- Teacher Agreement on ADHD Symptoms Across Development. Psychol Assess. 2015;27(1): 239–248. doi:10.1037/a0037864.
22. Takeda T, Nissley-Tsiopinis J, Nanda S, Eiraldi R. Factors Associated With Discrepancy in Parent–Teacher Reporting of Symptoms of ADHD in a Large Clinic-Referred Sample of Children. J Atten Disord. 2016; 1–11. DOI: 10.1177/1087054716652476
23. Yeguez CE,Sibley MH. Predictors of Informannt Discrepancies Between Mother and Middle School Teacher ADHD Ratings. School Ment Health. 2016;8(4):452-460.
24. Dirks MA, Boyle MH, Georgiades K. Psychological Symptoms in Youth and Later Socioeconomic Functioning: Do Associations Vary by Informant? J Clin Child Adolesc Psychol. 2011; 40:1, 10-22. http://dx.doi.org/10.1080/15374416.2011.533403
25. Mullins SS. Cross-Informant Agreement Among Parents and Children. Cross-Informant Agreement Among Parents and Children (2010). Theses, Dissertations and Capstones. Paper 748. Marshall University.
26. Rescorla LA, Ginzburg S, Achenbach TM, Ivanova MY, Almqvist F, Begovac I, et.al. Cross-Informant Agreement Between Parent-Reported and Adolescent Self-Reported Problems in 25 Societies. J. Clin. Child Adolesc. Psychol. 2013; 42(2): 262-273.
27. Dirks MA, De Los Reyes A, Briggs-Gowan M, Cella D, Wakschlag LS. Annual research review: Embracing not erasing contextual variability in children’s behavior-theory and utility in the selection and use of methods and informants in developmental psychopathology. J Child Psychol Psychiatry.2012; 53: 558-574. doi:10.1111/j.1469-610.2012.02537.x
28. Hartley AG, Zakriski AL, Wright JC. Probing the depths of informant discrepancies: Contextual influences on divergence and convergence. J Clin Child Adolesc Psychol. 2011; 40: 54-66. doi:10.1080/15374416.20 11.533404
29. Lavigne JV, Dulcan MK, Lebailly SA, Binns HJ. Can parent reports serve as a proxy for teacher ratings in medication management of attention deficit/hyperactivity disorder? J Dev Behav Pediatr. 2012; 33:336-342.
30. Gomez R. Australian parent and teacher ratings of the DSM-IV ADHD symptoms: Differential symptom functioning and parent-teacher agreement and differences. J Atten Disord. 2007;11: 17-27. doi:10.1177/1087054706295665
31. De Los Reyes A, Augenstein TM, Wang M,Thomas SA, Drabick DAG, Darcy E. Burgers DE, et.al.The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health. Psychol Bull. 2015;141(4):858–900. http://dx.doi.org/10.1037/a0038498
32. McConaughy SH, Harder VS, Antshel KM, Gordon M, Eiraldi R, Dumenci L. Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder. J Clin Child Adolesc Psychol. 2010;39:650-666.
33. Connors LL. Self-report of symptoms in adolescents with ADHD(2013). Unpublished doctoral dissertation.York University, Toronto, Ontario.
34. Smith SR. Making Sense of Multiple Informants in Child and Adolescent Psychopathology A Guide for Clinicians. J Psychoeduc Assess. 2007; 25(2): 139-149. 10.1177/0734282906296233
35. Mueller AK, Fuermaier ABM, Koerts J, Tucha L. Stigma in attention deficit hyperactivity disorder ADHD. Atten Def Hyp Disord.2012; 4:101–114.
DOI 10.1007/s12402-012-0085-3
36. De Los Reyes A, Kazdin AE. Informant Discrepancies in the Assessment of Childhood Psychopathology:A Critical Review, Theoretical Framework, and Recommendations for Further Study. Psychol Bull. 2005;131(4): 483–509. DOI: 10.1037/0033-2909.131.4.483
37. Dwivedi KN, Banhatti RG. Attention deficit/hyperactivity disorder and ethnicity. Arch Dis Child. 2005;90(Suppl I):i10–i12. doi: 10.1136/adc.2004.058180
38. Lee Y, Witruk E. Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD:a cross-cultural comparison of teachers in South Korea and Germany. Health Psychology Report. 2016;4(2):103-115.
39. Troffo E.Cultural Differences Between Parent and Teacher Report of ADHD Symptoms: Implications for Disparities in Diagnosis (2013). PCOM Psychology Dissertations. Paper 268.
40. Moon SY. Cultural perspectives on attention deficit hyperactivity disorder: A comparison between Korea and the US. Journal of International Business and Cultural Studies.2011;6:1–11.
41. Norvilitis JM, Fang P. Perceptions of ADHD in China and the United States: A preliminary study. J Atten Disord. 2005; 9(2): 413-424.
42. Schneider BW. ADHD Problem Recognition for Latino Parents: The Role of Cultural Factors and Parental Cognitions(2012). Dissertations (2009 -). Paper 216. Marquette University.http://epublications.marquette.edu/dissertations_mu/216
43. Van Roy B, Groholt B, Heyerdahl S, Clench-Aas J. Understanding discrepancies in parent-child reporting of emotional and behavioural problems:Effects of relational and socio-demographic factors. BMC Psychiatry. 2010;10(56):1-12. http://www.biomedcentral.com/1471-244X/10/56RESEARCH
44. Stone SL, Speltz ML, Collett B, Werler MM. Socioeconomic Factors in Relation to Discrepancy in Parent versus Teacher Ratings of Child Behavior. Psychopathol Behav Assess. 2013; 35(3): 314–320. doi:10.1007/s10862-013-9348-3.
45. Chu K , Li S , Chen Y, Wang M. Family dynamics in families with children with Attention Deficit Hyperactivity Disorder Shanghai. Archives of Psychiatry. 2012;24(5):279-285.
46. Pires TO, Cosme Passos da Silva MF, Gonçalves de Assis S. Association between family environment and attention deficit hyperactivity disorder in children – mothers’ and teachers’ views. BMC Psychiatry. 2013;13:215. http://www.biomedcentral.com/1471-244X/13/215
47. De Los Reyes A, Thomas SA, Goodman KL, Kundey SMA. Principles Underlying the Use of Multiple Informants’ Reports. Annu Rev Clin Psychol. 2013; 9: 123–149. doi:10.1146/annurev-clinpsy-050212-185617.
48. Bradshaw L, Kamal M. Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study. Near and Middle Eastern Journal of Research In Education.2013;5: 1-11. http://dx.doi.org/10.5339/nmejre.
49. Guerra FR,Brown MS. Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas RMLE Online;36( 3):1-7.
50. Moldavsky M, Sayal K. Knowledge and Attitudes about Attention-Deficit/Hyperactivity Disorder (ADHD) and its Treatment: The Views of Children, Adolescents, Parents, Teachers and Healthcare Professionals. Curr Psychiatry Rep.2013;15:377. doi:10.1007/s11920-013-0377-0
51. Ohan JL,Cormier N,Hepp SL,Visser TAW,Strain MC. Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviours and perceptions?Sch Psychol Q. 2008; 23(3):436-449.
52. De Los Reyes A, Youngstrom EA, Swan AJ, Youngstrom JK, Feeny NC, Findling RL. Informant Discrepancies in Clinical Reports of Youths and Interviewers’ Impressions of the Reliability of Informants. J Child Adolesc Psychopharmacol .2011; 21(5): 417–424. DOI:10.1089/cap.2011.0011
53. De Los Reyes A, Henry DB, Tolan PH, Wakschlag LS. Linking Informant Discrepancies to Observed Variations in Young Children’s Disruptive Behavior. J Abnorm Child Psychol. 2009; 37(5): 637–652. doi:10.1007/s10802-009-9307-3.
1. Chinawa JM & Obu HA. Epidemiology of Attention Deficit/Hyperactivity Disorder. In: Norvilitis JM.(ed.) ADHD New Directions in Diagnosis and Treatment. Intech; 2015.p3-14.
2. Yasumura A & Inagaki M. Executive Function in Children with Attention Deficit/Hyperactivity Disorder. In: Norvilitis JM.(ed.) ADHD New Directions in Diagnosis and Treatment. Intech; 2015. p167-177.
3. Barkley RA. Adolescents with attention-deficit/hyperactivity disorder: an overview of empirically based treatments. J Psychiat Pract. 2004;10(1):39-56.
4. Turgay A, Goodman DW, Asherson P, Lasser RA, Babcock TF, Pucci ML ,et.al. Lifesapn Persistence of ADHD:The Life Transition Model and Its Application. J Clin Psychiatry. 2012; 73(2):192-201. doi: 10.4088/JCP.10m06628.
5. Wolraich ML, Wibbelsman CJ, Brown TE, Evans SW, Gotlieb EM, Knight JR, et.al. Attention-Deficit/Hyperactivity Disorder Among Adolescents: A Review of the Diagnosis, Treatment, and Clinical Implications. Pediatrics 2005;115:1734-1746. DOI: 10.1542/peds.2004-1959
6. Diagnostic and Statistical Manual of Mental Disorders. Fifth Edition. DSM-5.American Psychiatric Association; 2013.
7. Caye A, Machado JD, Rohde LA. Evaluating Parental Disagreement in ADHD Diagnosis: Can We Rely on a Single Report. J Atten Disord. 2013;1-6. DOI: 10.1177/1087054713504134
8. Coutinho G, Mattos P, Schmitz M, Fortes D, Borges M. Agreement rates between parents’ and teachers’ reports on ADHD symptomatology: findings from a Brazilian clinical sample. Rev Psiq Clín. 2009;36(3):101-104.
9. Kaner S. ADHD symptoms in national samples of Turkish adolescents: self,parent, and teacher reports. Procedia Soc Behav Sci. 2011;15:3342–3348.
10. Langberg JM, Epstein JN, Simon JO, Loren REA, Arnold LE, Hechtman L. et.al. Parental Agreement on ADHD-Symptom Specific and Broadband Externalizing Ratings of Child Behaviour. J Emot Behav Disord. 2010;18(1):41-50. doi:10.1177/1063426608330792.
11. Sibley MH, Pelham Jr. WE, Molina BSG, Gnagy EM, Waschbusch DA, Garefino AC, et.al. Diagnosing ADHD in Adolescence. J Consult Clin Psychol. 2012; 80(1):139–150.
12. Smith L. Examining Parent-Child Cross-Informant Reports of Attention and Hyperactivity Problems among Low-Income Latino Youth. DePaul Discoveries. 2013; 2(1): 262-266.
13. Solie H, Larsson B, Morch W-T. Comparison of Mother, Father and Teacher Reports of ADHD Core Symptoms in a Sample of Child Psychiatric Outpatients. J Atten Disord. 2013;17: 699-710.
14. Wan Salwina WI, Azlin B, Nik Ruzyanei NJ, Marhani M, Fairuz Nazri AR. Attention Deficit Hyperactivity Disorder symptoms reporting in Malaysian adolescents: Do adolescents, parents and teachers agree with each other?. Asian J Psychiatr. 2013; 6: 6483–487.
15. Du Rietz E, Kuja-Halkola R, Brikell I, Jangmo A, Sariaslan A, Lichtensteinet P, et.al. Predictive validity of parent- and self-rated ADHD symptoms in adolescence on adverse socioeconomic and health outcomes. Eur Child Adolesc Psychiatry. 2017;1-11. doi:10.1007/s00787-017-0957-3
16. Du Rietz E, Cheung CHM, McLoughlin G, Brandeis D, Banaschewski T, Asherson P et.al. Self-report of ADHD shows limited agreement with objective markers of persistence and remittance.J Psychiatr Res. 2016; 82:91-99. doi.org/10.1016/j.jpsychires.2016.07.020
17. Hogue A, Dauber S, Lichvar E, Spiewak G. Adolescent and Caregiver Reports of ADHD Symptoms among Inner-City Youth: Agreement, Perceived Need for Treatment, and Behavioral Correlates. J Atten Disord. 2014;18(3): 212–225. doi:10.1177/1087054712443160.
18. Kennerley S, Jaquiery B, Hatch B, Healey M, Wheeler BJ, Healey D. Informant Discrepancies in the Assessment of Attention-Deficit/Hyperactivity Disorder. J Psychoeduc Assess. 2016;1-12.
DOI: 10.1177/0734282916670797
19. Rescorla LA, Ewing G, Ivanova MY, Aebi M, Bilenberg N, Dieleman GC et.al. Parent–Adolescent Cross-Informant Agreement in Clinically Referred Samples: Findings From Seven Societies. J Clin Child Adolesc.2017;46(1):74-87. DOI:10.1080/15374416.2016.1266642
20. Martel MM, Schimmack U, Nikolas M, Nigg JT. Integration of Symptom Ratings From Multiple Informants in ADHD Diagnosis:A Psychometric Model With Clinical Utility. Psychol Asessment. 2015;1-12. doi.org/10.1037/pas0000088
21. Narad M, Garner A, Peugh J, Tamm L, Antonini T, Kingery K, et.al. Parent- Teacher Agreement on ADHD Symptoms Across Development. Psychol Assess. 2015;27(1): 239–248. doi:10.1037/a0037864.
22. Takeda T, Nissley-Tsiopinis J, Nanda S, Eiraldi R. Factors Associated With Discrepancy in Parent–Teacher Reporting of Symptoms of ADHD in a Large Clinic-Referred Sample of Children. J Atten Disord. 2016; 1–11. DOI: 10.1177/1087054716652476
23. Yeguez CE,Sibley MH. Predictors of Informannt Discrepancies Between Mother and Middle School Teacher ADHD Ratings. School Ment Health. 2016;8(4):452-460.
24. Dirks MA, Boyle MH, Georgiades K. Psychological Symptoms in Youth and Later Socioeconomic Functioning: Do Associations Vary by Informant? J Clin Child Adolesc Psychol. 2011; 40:1, 10-22. http://dx.doi.org/10.1080/15374416.2011.533403
25. Mullins SS. Cross-Informant Agreement Among Parents and Children. Cross-Informant Agreement Among Parents and Children (2010). Theses, Dissertations and Capstones. Paper 748. Marshall University.
26. Rescorla LA, Ginzburg S, Achenbach TM, Ivanova MY, Almqvist F, Begovac I, et.al. Cross-Informant Agreement Between Parent-Reported and Adolescent Self-Reported Problems in 25 Societies. J. Clin. Child Adolesc. Psychol. 2013; 42(2): 262-273.
27. Dirks MA, De Los Reyes A, Briggs-Gowan M, Cella D, Wakschlag LS. Annual research review: Embracing not erasing contextual variability in children’s behavior-theory and utility in the selection and use of methods and informants in developmental psychopathology. J Child Psychol Psychiatry.2012; 53: 558-574. doi:10.1111/j.1469-610.2012.02537.x
28. Hartley AG, Zakriski AL, Wright JC. Probing the depths of informant discrepancies: Contextual influences on divergence and convergence. J Clin Child Adolesc Psychol. 2011; 40: 54-66. doi:10.1080/15374416.20 11.533404
29. Lavigne JV, Dulcan MK, Lebailly SA, Binns HJ. Can parent reports serve as a proxy for teacher ratings in medication management of attention deficit/hyperactivity disorder? J Dev Behav Pediatr. 2012; 33:336-342.
30. Gomez R. Australian parent and teacher ratings of the DSM-IV ADHD symptoms: Differential symptom functioning and parent-teacher agreement and differences. J Atten Disord. 2007;11: 17-27. doi:10.1177/1087054706295665
31. De Los Reyes A, Augenstein TM, Wang M,Thomas SA, Drabick DAG, Darcy E. Burgers DE, et.al.The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health. Psychol Bull. 2015;141(4):858–900. http://dx.doi.org/10.1037/a0038498
32. McConaughy SH, Harder VS, Antshel KM, Gordon M, Eiraldi R, Dumenci L. Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder. J Clin Child Adolesc Psychol. 2010;39:650-666.
33. Connors LL. Self-report of symptoms in adolescents with ADHD(2013). Unpublished doctoral dissertation.York University, Toronto, Ontario.
34. Smith SR. Making Sense of Multiple Informants in Child and Adolescent Psychopathology A Guide for Clinicians. J Psychoeduc Assess. 2007; 25(2): 139-149. 10.1177/0734282906296233
35. Mueller AK, Fuermaier ABM, Koerts J, Tucha L. Stigma in attention deficit hyperactivity disorder ADHD. Atten Def Hyp Disord.2012; 4:101–114.
DOI 10.1007/s12402-012-0085-3
36. De Los Reyes A, Kazdin AE. Informant Discrepancies in the Assessment of Childhood Psychopathology:A Critical Review, Theoretical Framework, and Recommendations for Further Study. Psychol Bull. 2005;131(4): 483–509. DOI: 10.1037/0033-2909.131.4.483
37. Dwivedi KN, Banhatti RG. Attention deficit/hyperactivity disorder and ethnicity. Arch Dis Child. 2005;90(Suppl I):i10–i12. doi: 10.1136/adc.2004.058180
38. Lee Y, Witruk E. Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD:a cross-cultural comparison of teachers in South Korea and Germany. Health Psychology Report. 2016;4(2):103-115.
39. Troffo E.Cultural Differences Between Parent and Teacher Report of ADHD Symptoms: Implications for Disparities in Diagnosis (2013). PCOM Psychology Dissertations. Paper 268.
40. Moon SY. Cultural perspectives on attention deficit hyperactivity disorder: A comparison between Korea and the US. Journal of International Business and Cultural Studies.2011;6:1–11.
41. Norvilitis JM, Fang P. Perceptions of ADHD in China and the United States: A preliminary study. J Atten Disord. 2005; 9(2): 413-424.
42. Schneider BW. ADHD Problem Recognition for Latino Parents: The Role of Cultural Factors and Parental Cognitions(2012). Dissertations (2009 -). Paper 216. Marquette University.http://epublications.marquette.edu/dissertations_mu/216
43. Van Roy B, Groholt B, Heyerdahl S, Clench-Aas J. Understanding discrepancies in parent-child reporting of emotional and behavioural problems:Effects of relational and socio-demographic factors. BMC Psychiatry. 2010;10(56):1-12. http://www.biomedcentral.com/1471-244X/10/56RESEARCH
44. Stone SL, Speltz ML, Collett B, Werler MM. Socioeconomic Factors in Relation to Discrepancy in Parent versus Teacher Ratings of Child Behavior. Psychopathol Behav Assess. 2013; 35(3): 314–320. doi:10.1007/s10862-013-9348-3.
45. Chu K , Li S , Chen Y, Wang M. Family dynamics in families with children with Attention Deficit Hyperactivity Disorder Shanghai. Archives of Psychiatry. 2012;24(5):279-285.
46. Pires TO, Cosme Passos da Silva MF, Gonçalves de Assis S. Association between family environment and attention deficit hyperactivity disorder in children – mothers’ and teachers’ views. BMC Psychiatry. 2013;13:215. http://www.biomedcentral.com/1471-244X/13/215
47. De Los Reyes A, Thomas SA, Goodman KL, Kundey SMA. Principles Underlying the Use of Multiple Informants’ Reports. Annu Rev Clin Psychol. 2013; 9: 123–149. doi:10.1146/annurev-clinpsy-050212-185617.
48. Bradshaw L, Kamal M. Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study. Near and Middle Eastern Journal of Research In Education.2013;5: 1-11. http://dx.doi.org/10.5339/nmejre.
49. Guerra FR,Brown MS. Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas RMLE Online;36( 3):1-7.
50. Moldavsky M, Sayal K. Knowledge and Attitudes about Attention-Deficit/Hyperactivity Disorder (ADHD) and its Treatment: The Views of Children, Adolescents, Parents, Teachers and Healthcare Professionals. Curr Psychiatry Rep.2013;15:377. doi:10.1007/s11920-013-0377-0
51. Ohan JL,Cormier N,Hepp SL,Visser TAW,Strain MC. Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviours and perceptions?Sch Psychol Q. 2008; 23(3):436-449.
52. De Los Reyes A, Youngstrom EA, Swan AJ, Youngstrom JK, Feeny NC, Findling RL. Informant Discrepancies in Clinical Reports of Youths and Interviewers’ Impressions of the Reliability of Informants. J Child Adolesc Psychopharmacol .2011; 21(5): 417–424. DOI:10.1089/cap.2011.0011
53. De Los Reyes A, Henry DB, Tolan PH, Wakschlag LS. Linking Informant Discrepancies to Observed Variations in Young Children’s Disruptive Behavior. J Abnorm Child Psychol. 2009; 37(5): 637–652. doi:10.1007/s10802-009-9307-3.