Negative Halo Effects in Parent Ratings of ADHD and ODD

Abstract

Parent ratings of ADHD and ODD symptoms depicted in written vignettes were examined for negative halo effects. Participants were 82 parents of children ages 6–12. Both unidirectional and bidirectional halo effects were found but to a lesser extent than in similar studies with teacher and college student raters. Specifically, parents were more likely to: (a) rate a child as inattentive in the presence of hyperactivity symptoms; (b) more likely to rate a child as oppositional in the presence of inattention and hyperactivity symptoms; and (c) more likely to rate a child as inattentive and hyperactive in the presence of oppositionality symptoms. Several specific symptoms were also found to be particularly susceptible to halo effects. Results suggest that parents may be more discerning raters of disruptive behavior disorders than teachers or college students and less prone to negative halo effects. Implications for clinical practice and future research directions are discussed.

Appendix A

Sample Vignette (ADHD-CT)

Crystal is an 8-year-old girl in the 3rd grade. She is fascinated by horses and loves to be outside. Crystal began having problems in school in Kindergarten. Her current teacher frequently complains about Crystal’s difficulty staying seated and focusing on her work. During 1st and 2nd grade Crystal’s teachers complained about her failure to get work done and difficulty sitting still.

Crystal’s parents report that she has been “on the go” since she was a young child. At home she likes to play outside and play on her swing set. Going out for dinner is frustrating because Crystal has difficulty staying seated and waiting for her food. Even meals at home are unpleasant because Crystal is constantly fidgeting which causes frequent spills. Some children don’t like to play with Crystal because she has difficulty taking turns.

When redirected, Crystal initially complies but only for a short time. Crystal’s parents are also concerned about her short attention span, specifically her inability to stay occupied with an activity for more than a few minutes. Additionally, Crystal often does not follow through with instructions at home.

At school, her favorite subjects are science and music. Crystal’s teacher reports that she often gets out of her seat to look out the window because something has distracted her. Even when she stays seated, she is often not working on her assignment and is talking to other children who are trying to work. Any noise, even another child coughing or dropping a pencil, distracts Crystal from her work. Her teacher also reports that she often loses things in school such as leaving her coat on the playground. In addition, when her teacher speaks to her, Crystal often does not seem to hear her unless she repeats herself or raises her voice.