DISCREPANCIES AMONG PARENT AND TEACHER BEHAVIORAL RATINGS: A CLOSER LOOK AT RACE

Abstract

There is no definitive test for Attention-deficit/Hyperactivity Disorder (ADHD); thus, clinicians rely heavily on behavior rating scales from individuals across settings. Discrepancies between parent and teacher ratings are well documented and several variables are implicated, including race of the informant. The current study examines whether matching parents, children, and teachers on race reduces discrepancies between parent and teacher ratings. Using data from a national longitudinal database (ECLS-K:2011), results indicated that matching raters based on race did not significantly reduce rater discrepancies. There was a significant effect of parent/child race on teachers' ratings, with teachers rating Black students as having more attention and learning concerns than White students. Findings suggest that additional factors beyond, or in combination with, race impact discrepancies between parent and teacher ratings of behavior.