The role of children's ethnicity in the relationship between teacher ratings of attention-deficit/hyperactivity disorder and observed classroom behavior.

Abstract:

:Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary schoolchildren on teacher ratings and codings of observed classroom behavior were examined with latent variables. In structural equation models, correlations between teacher ratings and observed classroom behavior suggested nonbiased teacher ratings of AA schoolchildren with diagnosed ADHD. Ethnic differences were documented for both teacher ratings of ADHD and classroom behavior. Differences in classroom behavior were attenuated when the behavior of an average child in the classroom was taken into account. Multiple explanations for this pattern of results are discussed.

journal_name

J Consult Clin Psychol

authors

Epstein JN,Willoughby M,Valencia EY,Tonev ST,Abikoff HB,Arnold LE,Hinshaw SP

doi

10.1037/0022-006X.73.3.424

keywords:

subject

Has Abstract

pub_date

2005-06-01 00:00:00

pages

424-34

issue

3

eissn

0022-006X

issn

1939-2117

pii

2005-06517-005

journal_volume

73

pub_type

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