Differential patterns between parents and teachers in detecting ADHD

Abstract

INTRODUCTION. The diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD) has increased in recent years. The criteria for ADHD have become clearer in the scientific community. However, it is a complex disorder that requires the participation of a multidisciplinary team for an appropriate diagnosis. METHOD. Taking as a sample (N = 331) 6 to 9 year-old students from Cuenca, this study analyzed the existence of differential patterns between the two ratings, using the EMA-D.D.A. Scales (García-Pérez y Magaz, 2006). Different approaches to hypothesis testing are used, and the internal consistency of the scales is valued. RESULTS. The differences observed suggest differential influence of observational context and is consistent with the results obtained in other studies. DISCUSSION. The diagnosis requires the detection at school, a clinical and a further neurological evaluation. In school screening behavioral assessment scales are used to which parents and teachers respond. The establishment of the diagnosis requires that both assessments are coincident to detect ADHD. However, studies show differences between both assessments.