Rater Discrepancies Between Parent-, Teacher-, and Self-Reports of Social Deficits in Children with ADHD

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Developmental Disabilities

Abstract

The present study will compare self, parent and teacher ratings of social skills among children with Attention Deficit Hyperactivity Disorder (ADHD) using the Behavior Assessment System for Children (BASC-3; Reynolds & Kamphaus, 2015) and Conners-3 (Conners, 2008) rating scales. ADHD is now recognized as the most prevalent mental disorder in children (Perou et al., 2013). This lifelong neurocognitive disorder conveys considerable costs to diagnosed individuals and their families, including health care expenditures and social, academic and occupational impairment (Danielson et al., 2018). Although not included in the core DSM-5 diagnostic criteria, social skills deficits and peer rejection are commonly observed among children with ADHD, and can lead to long-lasting negative outcomes (Hoza, 2007; Gardner & Gerdes, 2015). While rating scales are widely used to determine a diagnosis of ADHD, discrepancies are common between self and other reports of ADHD symptoms and social skills (e.g., Vuori et al., 2016), as well as between adult raters such as mothers versus fathers or parents versus teachers (2010 study, Langberg et al.; Narad et al. 2015). Discrepancies between raters are likely related to characteristics of the setting, the rater, and the child (Conners, 2008; Narad et al., 2015; Takeda et al., 2016), and are important as they affect the decision as to whether or not a child meets diagnostic criteria for ADHD (Wolraich et al., 2004). However, few studies have examined differences between all three raters (parent, self, and teacher). The present study seeks to improve upon some limitations of past research. This is a retrospective, correlational study that will use archival data. All information is already collected and stored in a HIPAA-compliant, password-protected electronic medical records system at a university-based training clinic. Participants will be approximately 150 children ages 8 to 18 who have already received a psychoeducational assessment. Measures include self, parent, and teacher scores on the interpersonal relations and social skills subscales of the Behavior Assessment System for Children (BASC-3; Reynolds & Kamphaus, 2015), and parent and teacher scores on the peer relations subscale of the Conners-3 (Conners, 2008). Hypotheses are as follows: 1. Parent-, teacher- and self-rated social skills will be positively and significantly correlated. 2. The correlation between parent and teacher ratings of child social skills will be stronger than the correlation between child self-report of interpersonal relations and both parent- and teacher-rated social skills. 3. Parent and teacher ratings of social skills, and self-reports of interpersonal relations, will be significantly lower among those children diagnosed with ADHD than among those not diagnosed with ADHD. 4. Youth diagnostic status (ADHD or not) will moderate the association between youth self-report and both parental and teacher reports of social skills; specifically, the correlation between self-reports of interpersonal relations and both parent- and teacher-reports of social skills will be lower among youth diagnosed with ADHD than among those not diagnosed with ADHD. This research has the potential to inform scientific understanding of the need to include deficits in social skills as a diagnostic criterion for ADHD, and the distinct contributions that teacher, parent and self-report ratings make to diagnostic decisions.

Authors

• Courtney Andrews, Loyola University, Maryland
  Presenting Author

• Mary Jo Coiro, Loyola University, Maryland
  Non-Presenting Author

• Christopher Higginson, Loyola University Maryland
  Non-Presenting Author

• Beth Kotchick, Loyola University of Maryland
  Non-Presenting Author