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Few studies, however, have compared ratings from multiple informants or the relationship between these subjective rating scale scores and the objective results from laboratory performance\u2010based scales.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The current study addressed both of these questions in 3 study groups: children with histories of prenatal alcohol exposure (<jats:italic>n<\/jats:italic> = 47), attention\u2010deficit\/hyperactivity disorder (ADHD; <jats:italic>n<\/jats:italic>\u00a0=\u00a041), and typically developing controls (CON; <jats:italic>n<\/jats:italic>\u00a0=\u00a073). All subjects completed a standardized neuropsychological test battery, including laboratory measures of executive functioning and a self\u2010report measure of executive function behaviors. Parents and teachers completed corresponding rating scales of executive function behaviors for each subject. This study assessed the relationship between these behavior rating scales and corresponding neuropsychological tests, and interrater agreement among the multiple informants.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Weak correlations were found between the rating scales and laboratory measures, indicating poor convergent validity for the behavior rating scale. Interrater reliability was found but it differed by group. Agreement was found between parent and teacher ratings for children with prenatal alcohol exposure, whereas teacher\u2013child agreement was found for those with ADHD.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Findings from this study indicate that behavior ratings can be used to supplement laboratory measures but may not be measuring cognitive abilities regardless of whether a clinical diagnosis is present. A multimethod approach should be used when measuring skills in this domain. This was one of the first studies to examine cross\u2010informant agreement in a sample of children with prenatal alcohol exposure. 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