Are Teacher Ratings and Parent Ratings Differently Associated with Children's Intelligence and Cognitive Performance?.
- Author:
Soo Churl CHO
1
;
Hyo Won KIM
;
Boong Nyun KIM
;
Min Sup SHIN
;
Hee Jeong YOO
;
Jae Won KIM
;
Soo Young BHANG
;
In Hee CHO
Author Information
1. Department of Child and Adolescent Psychiatry, Seoul National University College of Medicine, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Attention-deficit/hyperactivity disorder;
Cognition;
Intelligence;
Parent and teacher rating scale
- MeSH:
Appointments and Schedules;
Child;
Cognition;
Humans;
Intelligence;
Parents;
Weights and Measures
- From:Psychiatry Investigation
2011;8(1):15-21
- CountryRepublic of Korea
- Language:English
-
Abstract:
OBJECTIVE: The present study investigated whether teacher ratings and parent ratings of inattentive or hyperactive/impulsive symptoms were differently associated with intelligence or cognitive performance in Korean children. METHODS: Six hundred sixty-seven children were recruited from nine schools in five Korean cities. The teachers and parents of 580 of these children (9.0+/-0.7 years old, 333 boys and 306 girls) completed the Korean version of the Attention-Deficit/Hyperactivity Disorder Rating Scales (K-ARS), and the children performed the abbreviated form of the Korean Educational Development Institute-Wechsler Intelligence Scales (KEDI-WISC) and a neurocognitive battery consisting of the continuous performance test, the Children's Color Trails Test, and the Stroop Color-Word Test. Diagnosis of full-syndrome and subthreshold attention-deficit/hyperactivity disorder (ADHD) were based on the Diagnostic Interview Schedule for Children Version-IV (DISC-IV). RESULTS: The level of agreement between teacher and parent ratings was low (r=0.21-0.26) in children with full-syndrome and subthreshold ADHD and low to moderate (r=0.31-0.41) in the normative sample. Teacher-rated ARS showed significant correlations with most sub-scores of KEDI-WISC and the neurocognitive battery both in the normative sample (r=-0.50-0.37) and in children with full-syndrome and subthreshold ADHD (r=-0.26-0.29). Correlations between parent-rated ARS and cognitive tests were lower and were found in fewer subscales of tests. CONCLUSION: These results suggest the importance of considering the teacher's report of a child's school functioning during the assessment of ADHD.
