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  • Title: Modifying the response labels of an ADHD teacher rating scale: psychometric and epidemiologic implications.
    Author: Rowland AS, Umbach DM, Bohlig EM, Stallone L, Sandler DP.
    Journal: J Atten Disord; 2007 Nov; 11(3):384-97. PubMed ID: 17932388.
    Abstract:
    OBJECTIVE: To evaluate the impact of changing the response labels of a teacher rating scale in a population-based study of ADHD. METHOD: For parents, the Diagnostic Interview Schedule for Children, which asks whether each of 18 symptoms occurred "often" in the past year, was used. For teachers, most scales use a 4-point scale, with often and very often as the two highest categories. To make the two instruments more compatible, the authors created a teacher rating scale with often as the highest category. Teachers rated more than 6,000 elementary school students using this instrument. Some teachers completed ratings using both questionnaire formats. RESULTS: The scale's internal consistency, convergent validity, and test-retest reliability are excellent. The factor structure is consistent with established DSM-IV-based instruments. Response category choices influence the proportion of children exceeding symptom and impairment thresholds. CONCLUSION: Altering the response scale does not degrade the psychometric properties of the instrument but makes important differences in the sample.
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