Teachers are uniquely placed to comment on the psychosocial functioning of their students. In particular, teacher report of symptoms and functional impairment is crucial in a diagnostic assessment of Attention-deficit Hyperactivity Disorder (ADHD). For adolescents, however, schooling structures and other factors can influence the reliability of teacher reports. Clarity is needed for both clinicians and researchers regarding the interteacher reliability across different domains in the assessment of adolescents. This study investigated interrater reliability of teacher reports of adolescents using data from the 72-month follow-up of the National Institute of Mental Health (NIMH) Collaborative Multisite Multimodal Treatment Study of Children with ADHD (MTA) when participants were 13-15.9 years old. For adolescents with a history of ADHD (MTA; N = 177-210), and a normative comparison group (Local Normative Control Group [LNCG]; N = 100-125), intraclass correlations (ICC) were examined between Math and English teacher reports of ADHD symptoms, externalizing behavior, scholastic competence, and social functioning. Results indicate poor to moderate reliability in the assessment of adolescents with a history of ADHD for core ADHD symptoms, social functioning and scholastic competence, and moderate to good reliability of externalizing behavior. Interteacher reliability was better for the normative comparison group in all domains except social functioning, which was also poor to moderate. Clinicians and researchers should be aware of potential inconsistencies in teacher reports and where possible collect multiple teacher reports to maximize reliability. Further implications for research and clinical practice are explored. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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青少年评估的教师间可靠性。

教师处于独特的地位，可以评论学生的社会心理功能。特别是，教师对症状和功能障碍的报告对于注意力缺陷多动障碍 (ADHD) 的诊断评估至关重要。然而，对于青少年来说，学校教育结构和其他因素会影响教师报告的可靠性。临床医生和研究人员都需要清楚地了解在评估青少年时跨不同领域的教师间可靠性。本研究使用美国国家心理健康研究所 (NIMH) 对患有多动症 (MTA) 的儿童进行 13-15.9 岁的多中心多模式协作治疗研究的 72 个月随访数据，调查了青少年教师报告的评价者间可靠性. 对于有 ADHD 病史的青少年（MTA；N = 177-210) 和规范对照组（本地规范控制组 [LNCG]；N = 100-125），检查数学和英语教师报告的 ADHD 症状、外化行为、学习能力之间的班内相关性 (ICC) , 和社会功能。结果表明，在评估有 ADHD 病史的青少年的核心 ADHD 症状、社会功能和学习能力方面的可靠性较差至中等，外化行为的可靠性中等至良好。除社会功能外，所有领域的规范性对照组的教师间信度均较好，社会功能也较差至中等。临床医生和研究人员应该意识到教师报告中潜在的不一致之处，并在可能的情况下收集多份教师报告以最大限度地提高可靠性。探讨了对研究和临床实践的进一步影响。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。