Abstract
BackgroundThe diagnosis of Attention deficit hyperactivity disorder (ADHD) is primarily dependent on parents’ and teachers’ reports, while children’s own perspectives on their difficulties and strengths are often overlooked.GoalTo further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test (CPT) data. We also examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be reflected by objective and standardized data.MethodsThe study included 190 children with ADHD, aged 7–10 years, who were referred to a pediatric neurologic clinic. A retrospective analysis was conducted using records of a clinical database. Obtained data included children’s self-reports of their attention level and ADHD-related symptoms, parent, and teacher forms of the Conners ADHD rating scales, Child Behavior Checklist (CBCL), Teacher’s Report Form (TRF), and CPT scores.ResultsChildren’s self-evaluations of their functioning were globally associated with their teachers’ and parents’ evaluations, but not uniquely. Children’s self-reports of ADHD symptoms were not uniquely linked to a specific CPT impairment index, but to a general likelihood of having an impaired CPT. The CPT performance successfully distinguished between the group of children who defined themselves as inattentive and those who did not.ConclusionPrimary school children with ADHD are able to identify their limitations and needs difficulties and that their perspectives should inform clinical practice and research. The clinical and ethical imperative of taking children’s perspectives into account during ADHD diagnosis and treatment is highlighted.
Highlights
Attention deficit hyperactivity disorder (ADHD) is currently one of the most prevalent childhood disorders (Barkley, 2015), with an estimated prevalence of 8.8% in children aged 3– 17 years (Centres for Disease Control and Prevention [CDC], 2019)
Because research on the utility of self-report measures of ADHD is mainly focused on adolescents, little is known about how younger children perceive their abilities and disabilities and whether these perceptions adhere to the consensus among researchers, professionals, parents, and teachers about the behaviors that characterize ADHD
The current study aimed to examine whether and how children’s self-report of ADHD-related symptoms are associated with parents’ and teachers’ reports as well as with objective and standardized measures of ADHD (Continuous performance test; continuous performance test (CPT))
Summary
Attention deficit hyperactivity disorder (ADHD) is currently one of the most prevalent childhood disorders (Barkley, 2015), with an estimated prevalence of 8.8% in children aged 3– 17 years (Centres for Disease Control and Prevention [CDC], 2019). The current study aimed to examine whether and how children’s self-report of ADHD-related symptoms are associated with parents’ and teachers’ reports as well as with objective and standardized measures of ADHD (Continuous performance test; CPT). The study examined whether the addition of children’s perceptions of ADHD symptoms to parents’ and teachers’ reports would be reflected by objective and standardized data. Goal: To further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test (CPT) data. We examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be reflected by objective and standardized data
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