DIAGNOSES OF ATTENTION-DEFICIT HYPERACTIVITY DISORDER FROM PARENT REPORTS PREDICT DIAGNOSES BASED ON TEACHER REPORTS
Joseph Biederman MD,
Stephen V. Faraone PhD,
Sharon Milberger MS, and
Alysa Doyle BA
Objective: For DSM-III attention deficit disorder (ADD), it was previously reported that, when a parent report leads to a diagnosis of ADD, it is highly likely that the teacher report will also be positive. This report seeks to generalize that finding to DSM-III-R attention-deficit hyperactivity disorder (ADHD). Method: In a population of 34 children meeting clinical criteria for DSM-III-R ADHD, parents and teachers independently responded to questions about individual ADHD symptoms. Results: Correlations between parents and teachers for individ ual symptoms were low to moderate; however, there was a 77% probability that the teacher report would result in a positive diagnosis given a positive parental diagnosis. This probability increased to 88% if "broad" teacher diagnoses of ADHD, defined by 35% of the 14 DSM-III-R symptoms, were included. Conclusions: In clinically-referred children, a clinical diagnosis of ADHD based on parent report is likely to be corroborated by a teacher report.
Key Words: attention deficit disorder • parent • teacher • congruence
