Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children

Kaylee Litson; Christian Geiser; G Leonard Burns; Mateu Servera

doi:10.1080/15374416.2015.1118693

Back

Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children

Journal article

Peer reviewed

Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children

Kaylee Litson, Christian Geiser, G Leonard Burns and Mateu Servera

Journal of clinical child and adolescent psychology, Vol.47(5), pp.699-712

09/2018

DOI: https://doi.org/10.1080/15374416.2015.1118693

Handle:

https://hdl.handle.net/2376/105954

PMID: 26890535

Abstract

Humans

Male

Child Behavior - psychology

Schools - trends

Mothers - psychology

Students - psychology

Academic Failure - psychology

Spain - epidemiology

Adolescent

Attention Deficit Disorder with Hyperactivity - psychology

Female

Attention Deficit Disorder with Hyperactivity - diagnosis

Fathers - psychology

Child

Impulsive Behavior - physiology

School Teachers - psychology

Academic Failure - trends

Attention Deficit Disorder with Hyperactivity - epidemiology

Child Behavior - physiology

We examined the stable trait and variable state components of ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and academic impairment (AI) dimensions using mothers', fathers', primary and secondary teachers' ratings of children's behavior at home and school. We also examined between-informant agreement with regard to trait and state components. Mothers, fathers, primary and secondary teachers rated HI, IN, and AI in N = 758 Spanish first grade children (55% boys) over three measurement occasions across 12 months. Latent state-trait analyses revealed that mothers', fathers', and primary teachers' (but not secondary teachers') ratings reflected more trait variance for ADHD-HI (M = 73%), ADHD-IN (M = 74%), and AI (M = 76%) than occasion-specific variance (M = 27%, M = 26%, and M = 24%, respectively). Fathers' ratings shared a meaningful level of trait variance with mothers' ratings of ADHD-HI and ADHD-IN (range 78% to 82%), whereas primary and secondary teachers' ratings shared lower levels of trait variance with mothers' ratings (range 41% to 63%). The trait components of fathers', primary teachers', and secondary teachers' ratings of AI showed high levels of convergence with mothers' ratings (88%, 70%, and 59% respectively). ADHD symptom reports reflect both trait (48 to 86%) and state (14 to 53%) variance components. The lower amount of shared variability between home and school suggests the setting-specificity of trait and state components of ADHD symptoms. Our findings indicate that ADHD symptom reports may reflect context-specific traits, suggesting the importance of differentiating and targeting ADHD behaviors across different settings.

Metrics

19 Record Views

Details

Title: Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children
Creators: Kaylee Litson - a Department of Psychology , Utah State University
Christian Geiser - a Department of Psychology , Utah State University
G Leonard Burns - b Department of Psychology , Washington State University
Mateu Servera - c Department of Psychology , University of the Balearic Islands
Publication Details: Journal of clinical child and adolescent psychology, Vol.47(5), pp.699-712
Academic Unit: Psychology, Department of
Publisher: England
Grant note: R01 DA034770 / NIDA NIH HHS
Identifiers: 99900547481701842
Language: English
Resource Type: Journal article

Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children

Related links

Abstract

Metrics

Details