The Psychometric Characteristics of the ADHD Rating Scale-Iv (original) (raw)
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Propiedades Psicométricas De La Escala ADHD En El Contexto Escolar
Revista Ecuatoriana De Neurologia, 2019
Background: The ADHD Rating Scale IV (ADHD RS IV) is one of the most commonly used scales in attention deficit hyperactivity disorder (ADHD) assessment. Its psychometric properties have been studied in contexts including Europe and North America, however, in Latin America, there is shortage of empirical evidence about validity or reliability reported by teachers on a scholar context. The aim of the research was to analyze the psychometric properties of the ADHD RS IV based on the behavior of students reported by teachers. Material/methods: Three hundred and forty-five students voluntarily participated in this study (162 men and 183 women), aged between 5 and 15 years (Mage = 10.43, SD = 3.61). As instruments of measurement ADHD RS IV, Perception of Differences Test and Go / No-Go experiment were used. Cronbach's alpha, Pearson correlation and confirmatory factor analysis were applied and analyzed. Results: In the results it was found that internal consistency coefficient of RS IV ADHD is between .93 and .97. There is a significant statistically correlation between the scale and the number of successes points in the Perception of Differences Test (r =-.55, p = < .001) and mistakes to stimuli no-go (r = .34, p = .002). The classic ADHD model of two factors had good indicators of goodness of fit x2(101) = 321.40, p < .001; CFI = .96; RMSEA = .08 (.07 to .09) and SRMR = .04. Conclusions: The article is finalized highlighting the ADHD RS IV has adequate psychometric properties in order to be applied in the school context.
Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Rating the severity of psychopathology and symptom load is essential in daily clinical practice and in research. The parent and teacher ADHD-Rating Scale (ADHD-RS) includes inattention and hyperactivity/impulsivity subscales and is one of the most frequently used scales in treatment evaluation of children with ADHD. An extended version, mADHD-RS, also includes an oppositional defiant disorder subscale. The partial credit Rasch model, which is based on item response theory, was used to test the psychometric properties of this scale in a sample of 566 Danish school children between 6 and 16 years of age. The results indicated that parents and teachers had different frames of reference when rating symptoms in the mADHD-RS. There was support for the unidimensionality of the three subscales when parent and teacher ratings were analyzed independently. Nonetheless, evidence for differential item functioning was found across gender and age for specific items within each of the subscales. The findings expand existing psychometric information about the mADHD-RS and support its use as a valid and reliable measure of symptom severity when used in age- and gender-stratified materials.
Psychiatry and Clinical Psychopharmacology, 2018
OBJECTIVES: Previous studies suggested that inattention was related particularly with reading problems among students. However, most of the former studies had clinically referred samples. A majority of the studies conducted with nonreferred samples have evaluated academic achievement with single or a few parent- or teacher-rated items. Almost none of the studies have investigated reading, writing, and mathematics achievements in a single sample. Data from low- and middle-income countries on the subject are exceedingly scarce. Objectives of the present study were to compare actual measurements of reading fluency, reading comprehension, reading and writing errors, mathematics achievement, and teacher ratings of attention deficit hyperactivity disorder (ADHD) symptoms in a single sample. METHODS: Teachers rated ADHD symptoms in a single, nonreferred, population sample (n = 2493) of first- to fourth-grade students with a SNAP-4 rating scale. Actual measurements of reading fluency, reading comprehension, reading and writing errors, and mathematics achievement were also obtained. Fluid IQ was evaluated with Ravens Progressive Matrices. Students were grouped into Predominantly Inattentive (PI), Hyperactive/Impulsive (HI), Combined (C), or control groups. Univariate and multivariate analyses were conducted. Statistical significance was set at p < .003 after correction for multiple comparisons. RESULTS: We showed that after fluid IQ level and gender were controlled, ADHD-PI and ADHDC groups (but not ADHD-HI) had significantly lower performance in all academic areas. ADHD-PI increased the risk of being in the lowest performing 10th percentile for reading 3 times, for writing more than 3.9 times, and for mathematics more than 6 times. CONCLUSIONS: We investigated the subtype differences in terms of academic achievement between ADHD-PI, ADHD-HI, and ADHD-C, based on teacher reports. Academic achivement data were not based on teacher or parent reports but on the actual performance of the students using standardized tests. Our results suggested that inattention symptoms must be targeted in primary school students in order to help them have academic achievement similar to their peers.
ADHD in school children and educators’ perceptions
Practica medicală, 2017
Objective. To involve the teachers in early identification of ADHD symptoms in school age. To highlight some aspects of ADHD diagnostic. Method. We analyzed the situation of the children with a medical diagnostic with specific treatment (stimulant or non-stimulant) for ADHD in Timis County. 53 teachers from Timis County filled in the Disruptive Behavior Disorders Rating Scale (DBDRS) -teach form, made by Barkley R.A for identification the ADHD symptoms in children from their schools. Results. All the teachers perceived that a lot of children have disruptive behavior in various school situations; the frequency of ADHD symptoms with clinical signification was comparable with the medical diagnostic of ADHD. The conclusion of the paper was that the teachers could have an important role in early diagnostic and treatment of ADHD.
Grade effects on teacher ratings of ADHD symptoms among primary school students
Scandinavian Journal of Psycholology, 2019
Grade effects on teacher ratings of ADHD symptoms among primary school students. Scandinavian Journal of Psychology. Several studies have reported that being younger for grade increases the risk of having attention deficit hyperactivity disorder (ADHD) diagnosis and being on ADHD medication among students. The aim of this study was to investigate this association in a low-middle income country setting. Sample included 2,627 children from first to fourth grades. We compared students who were older than the 75th and younger than the 25th percentiles in consecutive grades. Teachers completed SNAP-4 scale. Results indicated that teacher rated ADHD symptoms were 2.5 to 3.6 times more common in students who were younger for their grade, after age, gender, and Fluid IQ scores were controlled. Teacher SNAP-4 scores were also significantly associated with grade. Our results suggested that the phenomenon of higher rates of teacher rated ADHD symptoms among younger for grade students was not limited to Western countries and that the teacher reported symptom loads were higher in these children.
Attention Deficit Hyperactivity Disorder (ADHD)
This study aims to 1. Estimate the frequency of ADHD in a randomly selected students sample from schools of Tripoli 2. To identify the gender difference in the epidemiology of ADHD. 3. To compare the distribution of ADHD among different age. Methods: The study took place in Tripoli, Libya. Data was collected over a two year period between 2102-2014, from the teachers. The Arabic version of strengths and difficulties questionnaire (SDQ) was used. The sample size was1000 children aged between 4 to16 years who were at-tending a randomly selected school, and then children were randomly sampled from each class. Data was analyzed to describe normative scores, bandings and cut-offs for normal, bor-derline and abnormal score. Result: The prevalence of ADHD in the sample is 15.8%, with male is more affected than female, high percentage in 7-12years old children. Key word: Tripoli, Libya, ADHD, school and kindergartens, SDQ.
Journal of Attention Disorders, 2020
Objective: To assess attention-deficit/hyperactivity disorder (ADHD) symptoms in the classroom, most often teacher rating scales are used. However, clinical interviews and observations are recommended as gold standard assessment. This systematic review and meta-analysis evaluates the validity of teacher rating scales. Method: Twenty-two studies ( N = 3,947 children) assessing ADHD symptoms using teacher rating scale and either semi-structured clinical interview or structured classroom observation were meta-analyzed. Results: Results showed convergent validity for rating scale scores, with the strongest correlations ( r = .55–.64) for validation against interviews, and for hyperactive–impulsive behavior. Divergent validity was confirmed for teacher ratings validated against interviews, whereas validated against observations this was confirmed for inattention only. Conclusion: Teacher rating scales appear a valid and time-efficient measure to assess classroom ADHD; although validated ...
ADHD: a critical update for educational professionals
A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These "need to knows" show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also-and justifiably better-be framed as part of education's primary mission of professionalized socialization.
European Child & Adolescent Psychiatry, 2014
Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool teachers. Danish National Registers were used to measure the outcome of any first time ICD-10 diagnosis for hyperkinetic disorder or attention-deficit disorder and/or prescription of central stimulants during years 2005-2012. Screening potentials of the SDQ's predictive algorithms were described, and Cox regression analyses estimated the risk of later ADHD diagnosis for screen-positive children. A total of 2.94 % of the study population were clinically diagnosed and/or were treated with central stimulants for ADHD before age 11-12. Children with possible/probable disorder according to the SDQ hyperactivity/inattention algorithm showed markedly increased risk of a subsequent ADHD diagnosis, hazard ratio 20.65 (CI 95 % 12.71-33.57) and sensitivity 45.6 %. Other domains of psychopathology according to the SDQ were also associated with an increased risk of receiving a subsequent ADHD diagnosis. In summary, we show that the SDQ can identify a group of children with highly increased risk of later being diagnosed and/or treated for ADHD in school age. Keywords The Strengths and Difficulties Questionnaire (SDQ) Á ADHD Á Screening Á Longitudinal Background Attention-deficit/hyperactivity disorder (ADHD) is a common disorder in childhood and adolescence. Recent reviews and meta-analyses have found worldwide DSM-IV [1]-estimated point-prevalence of 5-7 % for ADHD in children and adolescents [26, 37], and comparable rates are found in Denmark [25]. ADHD is characterized by developmentally inappropriate inattention, impulsivity and hyperactivity causing distress and impairment in daily life. Hyperkinetic disorders (HKD) and attention-deficit disorder without hyperactivity (ADD), according to the ICD-10 classification of mental and behavioral disorders [40], and ADHD, according to the DSM-IV criteria, are overlapping concepts that belong to the same spectrum of neurodevelopmental disorders. A recent review suggests that the DSM-IV Electronic supplementary material The online version of this article (