The role of children's ethnicity in the relationship between teacher ratings of attention-deficit/hyperactivity disorder and observed classroom behavior.
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.
Epstein
Jeffrey N
JN
Department of Psychiatry, Duke University Medical Center, Durham, NC 27710, USA. epste002@mc.duke.edu
Willoughby
Michael
M
Valencia
Elvia Y
EY
Tonev
Simon T
ST
Abikoff
Howard B
HB
Arnold
L Eugene
LE
Hinshaw
Stephen P
SP
D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000453:epidemiology* / Q000208:ethnology*; D044383:Black People / Q000523:psychology / Q000706:statistics & numerical data*; D002648:Child; D002652:Child Behavior; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008403:Mass Screening / Q000379:methods; D015588:Observer Variation; D011795:Surveys and Questionnaires; D044465:White People / Q000523:psychology / Q000706:statistics & numerical data*; D001741:Black or African American