Findings from a new meta-analysis of 22 studies finds that teacher rating scales accurately and efficiently assess ADHD in the classroom, though they are a more reliable tool for detecting hyperactive-impulsive behaviors than inattentive behaviors.
, and total ADHD. The review confirmed divergent validity for rating scale measures validated against semi-structured clinical interviews. Against structured observations, convergent validity of these scales was further confirmed. Convergent validity was larger for ratings of hyperactivity and impulsivity than it was for ratings of inattention, independent from the assessment type.2
This study suggests that these scales are helpful, but should not be used as a sole diagnostic tool for assessing, because “ratings may be biased by projection bias or halo effects and they do not take functional impairment into account.” Additionally, teachers aren’t trained in diagnosing psychopathology in children.
. Likewise, systematic observations are viewed as one of the most objective and direct measurements of a child’s behavior and may be particularly useful in assessing symptoms of inattentive-type ADHD.Staff, A. I., Oosterlaan, et al. The Validity of Teacher Rating Scales for the Assessment of ADHD Symptoms in the Classroom: A Systematic Review and Meta-Analysis.
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