This study examined whether the relationships between mother-versus teacher-rated hyperactivity-impulsivity and inattention, and cognitive, intellectual, academic, and behavioral competencies in children previously diagnosed with Attention Deficit-Hyperactivity Disorder (AD/HD) varied as afunction of the rater. Findings revealed variability between mother and teacher perceptions in how AD/HD primary symptomatology were expressed as well as in correlate patterns. While mothers were more likely to see hyperactivity-impulsivity and inattention as overlapping, teachers saw these dimensions as functionally distinct. Moreover, intellectual, academic, and behavioral correlates of the two dimensions differed depending on the who identified the hyperactivity-impulsivity and/or inattention.
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