Discrepancies between parent and teacher ratings of problem behaviors related to Attention-Deficit/Hyperactivity Disorder (ADHD) are reported frequently. Previous studies have hypothesized that these discrepancies are the results of various informant biases and have evaluated whether the rating scales are measuring behaviors the same way across informants. The purpose of this study was to evaluate if two rating scales of ADHD behavior, the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale (SWAN) and the Conners’ Teacher Rating Scale-15 (CTRS-15), reflected the same underlying constructs across parent and teacher report. Measurement invariance analyses were conducted using parent and teacher report data from a sample of 1645 preschool to fifth-grade children (age range 46 to 169 months) that was comprised of roughly equal number of boys and girls and had racial/ethnic diversity similar to the community (i.e., 61% White, 22% Black/African American; 4% Hispanic/Latino). Although it was hypothesized that both rating scales would demonstrate measurement invariance across parent and teacher report, at least partial weak measurement invariance was only supported for the CTRS-15 across all grade groups. These results indicate that the meaning of any rating discrepancies on the SWAN are unknown because it is not reflective of the same underlying constructs across parents and teachers across all of the examined grade groups. In general, these results have potentially important implications regarding research on ADHD symptoms and related behaviors, and raise questions regarding the utility and measurement of ADHD symptoms.

经常报告家长和老师对与注意力缺陷/多动障碍 (ADHD) 相关的问题行为的评分存在差异。以前的研究假设这些差异是各种线人偏见的结果，并评估了评级量表是否以相同的方式衡量线人的行为。本研究的目的是评估 ADHD 行为的两个评定量表，ADHD 症状和正常行为评定量表 (SWAN) 的优点和缺点以及 Conners 教师评定量表 15 (CTRS-15) 是否反映了相同的潜在问题跨家长和教师报告构建。测量不变性分析是使用来自 1645 名学龄前至五年级儿童（年龄范围 46 至 169 个月）样本的家长和教师报告数据进行的，这些儿童由大致相等数量的男孩和女孩组成，并且种族/民族多样性类似于社区（即 61% 的白人、22% 的黑人/非裔美国人；4% 的西班牙裔/拉丁裔）。尽管假设两个评分量表都将证明家长和教师报告中的测量不变性，但至少部分弱测量不变性仅支持所有年级组的 CTRS-15。这些结果表明，SWAN 上任何评分差异的含义都是未知的，因为它不能反映所有被检查年级组的家长和教师的相同基本结构。一般来说，