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ADHD Reporting in Developmental Age: The Role of the Informants.
Dario Esposito1, Federica Gigliotti1, Beatrice Colotti1
1Department of Human Neuroscience, Sapienza University of Rome, 00185 Roma, Italy.
Children (Basel, Switzerland)
|July 29, 2025
Summary
Accurate Attention-Deficit/Hyperactivity Disorder (ADHD) diagnosis in children requires input from multiple sources. Combining parent and teacher reports is crucial for identifying ADHD symptoms across environments, enhancing diagnostic accuracy.
Area of Science:
- Neurodevelopmental Disorders
- Child Psychiatry
- Diagnostic Accuracy
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex neurodevelopmental condition.
- Accurate diagnosis often relies on multi-informant data, but consistency is debated.
- The diagnostic value of teachers, parents, and PCPs for ADHD is under examination.
Purpose of the Study:
- To examine the role of different informants in the ADHD referral and diagnostic process.
- To assess the diagnostic accuracy of various informants for ADHD in children aged 3-11.
- To evaluate informant concordance and contributions to ADHD diagnosis.
Main Methods:
- Retrospective analysis of data from 120 children referred for suspected ADHD.
- Collected initial reports from teachers, parents, PCPs, and other professionals.
- Final diagnoses were established via comprehensive neuropsychiatric evaluations.
Main Results:
- 64% of referred children received an ADHD diagnosis.
- Teachers and parents were the most frequent informants.
- No significant differences in diagnostic accuracy were found among informants; over 93% had a neuropsychiatric disorder.
Conclusions:
- Combining parent and teacher reports is vital for capturing ADHD symptoms across settings.
- Enhanced informant training and multidisciplinary approaches improve diagnostic accuracy.
- Nuanced evaluation strategies accounting for informant variability are recommended.
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