[Quantification and concordance assessment among parents and teachers in attention deficit hyperactivity disorder diagnosis].

INTRODUCTION

Attention deficit hyperactivity disorder (ADHD) is the disorder with higher referral rate to child mental health community centres. Diagnostic criteria are well defined and known by trained clinicians, but they cannot observe children daily and through different settings, and must rely on information offered by multiple informants (parents, teachers...). To be considered a disorder, it must occur in more than one setting. This extra information is frequently obtained through validated questionnaires.

AIMS

To compare percentage of children considered ADHD by their context and those who do meet the criteria, after proper assessment; to assess if there are differences in ratings made by parents and teachers, and to contrast them with deficit obtained through objective tests.

SUBJECTS AND METHODS

127 children referred to a Mental Health Community Centre were assessed through clinical interview, semi structured observation of family dynamics in one-way mirror room, Conners' questionnaire, filled out by parents and teachers, and WISC subscales. RESULTS. Only 46% met the criteria to be considered ADHD. Agreement between parents and teachers was low. Parents rated in similar ways boys and girls, but teachers considered boys more inatent and impulsive/hyperactive than girls.

CONCLUSIONS

Not only clearly spelled out diagnostic criteria are needed, but steps to reach diagnosis. Proposals are presented to potentiate the assessment process that permits to individualize treatment.