Parent-Teacher Concordance for DSM V Diagnosis of Attention-Deficit/Hyperactivity Disorder in a Community Based Sample in Nigeria

Abstract

Objective: To examine concordance between parent and teacher DBDRS in diagnosing ADHD among pupils in Ile Ife, Nigeria.Method: This study was carried out among 1385 children aged 5-12 years. Parents and teachers of the pupils were asked to complete the DBDRS checklist and children diagnosed for ADHD and their parents were interviewed for the symptoms and impaired function. Parent-teacher concordance of ADHD symptoms was evaluated.Results: Agreement between parents and teachers DBDRS was found to be good for ADHD diagnosis and its subtypes (r = 0.525, p < 0.001). There was a statistically significant positive correlation between parents’ and teachers’ DBDRS in ADHD diagnosis: Inattention, r = 0.522, p < 0.001, hyperactivity, r = 0.572, p < 0.001, Combined, r = 0.569, p < 0.001.Conclusions: The good parent-teacher agreement implies that ADHD symptoms were noted appreciably by both parents and teachers in different settings with little bias.