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Teacher Role Critical in Treating ADHD Children
Researchers have found that parents and teachers report vastly different levels of executive functioning impairment in children with attention deficit hyperactivity disorder (ADHD/ADD).
Friday August 24th - 2:20pm
A team of researchers in Canada studying impairments of executive functioning in children with attention deficit hyperactivity disorder (ADHD/ADD) has found differences in how behavior is reported by parents and teachers.
Researchers looked at a sample of 240 children ranging in age from five to 15 years old who attended a psychiatric program in Toronto specializing in ADHD. The children received evaluations comprising interviews and standardized rating scales, while their teachers and parents rated the children on various behavior scales, each representing a different executive functioning (EF).
The results affirm the role of EF impairments in ADHD behaviors, but suggest also that parents and teachers commonly disagree in reporting EF problems at home and in school, underscoring the need to consider input from both groups in order to better understand and treat a child with ADHD.
Teachers reported greater levels and variety of EF impairment across all scales of measurement, suggesting that either teachers are more proficient than parents at identifying EF problems in children with ADHD, or that these children face more challenges to their EF at school than at home. Whatever the reasons, it's become clear that for many kids, treatment for ADHD should include involvement by teachers as well as in-class adjustments to accommodate the child's needs.
Read the full report, "Executive Function Impairments in Children With Attention-Deficit Hyperactivity Disorder: Do They Differ Between School and Home Environments?," in the August 2007 issue of The Canadian Journal of Psychiatry.