The Role of Children's Ethnicity in the Relationship between Teacher Ratings of Attention-Deficit/Hyperactivity Disorder and Observed Classroom Behavior

Autor/inn/en	Epstein, Jeffrey N.; Willoughby, Michael; Valencia, Elvia Y.; Tonev, Simon T.; Abikoff, Howard B.; Arnold, L. Eugene; Hinshaw, Stephen P.
Titel	The Role of Children's Ethnicity in the Relationship between Teacher Ratings of Attention-Deficit/Hyperactivity Disorder and Observed Classroom Behavior
Quelle	In: Journal of Consulting and Clinical Psychology, 73 (2005) 3, S.424-434 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
Schlagwörter	Student Behavior; Behavior Patterns; Structural Equation Models; Hyperactivity; Attention Deficit Disorders; Ethnicity; Student Evaluation; Behavior Rating Scales; White Students; African American Students; Elementary School Students; Correlation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ethnizität; Schulnote; Studentische Bewertung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation
Abstract	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. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10