Parent-Teacher Concordance for DSM V Diagnosis of Attention-Deficit/Hyperactivity Disorder in a Community Based Sample in Nigeria

Oluwasola Julius Oke,Saheed Babajide Oseni,Samuel Kolawole Mosaku,Ebunoluwa Aderonke Adejuyigbe

doi:10.18314/abne.v1i1.1197

Abstract

Objective: To examine concordance between parent and teacher DBDRS in diagnosing ADHD among pupils in Ile Ife, Nigeria.Method: This study was carried out among 1385 children aged 5-12 years. Parents and teachers of the pupils were asked to complete the DBDRS checklist and children diagnosed for ADHD and their parents were interviewed for the symptoms and impaired function. Parent-teacher concordance of ADHD symptoms was evaluated.Results: Agreement between parents and teachers DBDRS was found to be good for ADHD diagnosis and its subtypes (r = 0.525, p < 0.001). There was a statistically significant positive correlation between parents’ and teachers’ DBDRS in ADHD diagnosis: Inattention, r = 0.522, p < 0.001, hyperactivity, r = 0.572, p < 0.001, Combined, r = 0.569, p < 0.001.Conclusions: The good parent-teacher agreement implies that ADHD symptoms were noted appreciably by both parents and teachers in different settings with little bias.

Highlights

Attention Deficit Hyperactivity Disorder (ADHD) is the commonest childhood neurobehavioural disorder characterized by symptoms of inattention, hyperactivity, and impulsiveness which must have been present before 12 years and persistent for at least 6 months occurring in two or more settings, such as school, home and causing significant impairment with cause of the symptoms excluding other mental disorder [1]
The Disruptive Behaviour Disorder rating scale (DBDRS) checklist evaluate ADHD symptoms according to DSM V and has 45 items each describing the symptoms of ADHD, conduct disorder (CD) and Oppositional defiant disorder (ODD) to be rated by teachers or/and parent on a 4-point Likert scale according to the behavior of the child over previous 6 months
The Disruptive Behaviour Disorder Rating Scale (DBDRS): The Teachers ‘and parents ‘version of DBDRS described by Pelham and co-workers were used to screen pupils for ADHD symptoms according to DSM V (Appendix I, II)

Summary

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is the commonest childhood neurobehavioural disorder characterized by symptoms of inattention, hyperactivity, and impulsiveness which must have been present before 12 years and persistent for at least 6 months occurring in two or more settings, such as school, home and causing significant impairment with cause of the symptoms excluding other mental disorder [1]. The DBDRS checklist evaluate ADHD symptoms according to DSM V and has 45 items each describing the symptoms of ADHD , conduct disorder (CD) and Oppositional defiant disorder (ODD) to be rated by teachers or/and parent on a 4-point Likert scale according to the behavior of the child over previous 6 months. Teachers reports, can better determine how the child is performing in school compared to his or her age peers, as well as how the child’s behaviour affects his or her ability to learn [38,39,40,41,42], Children may not be able to provide reliable and valid information about self and often bias in their self-report information about the behavior of the child in different settings is needed to be obtained from parents and teachers to assess ADHD [43,44,45,46,47,48,49,50]. Agreement between parents and teachers DBDRS reports in diagnosing ADHD at home and school respectively were analyzed in this study

Participants and sampling procedures

Result

Discussion

Limitations of the study

Findings

Ethical consideration