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  • Title: [The assessment of Attention Deficit Hyperactivity Disorder (ADHD) by teacher ratings - validity and reliability of the FBB-HKS].
    Author: Breuer D, Wolff Metternich T, Döpfner M.
    Journal: Z Kinder Jugendpsychiatr Psychother; 2009 Sep; 37(5):431-40. PubMed ID: 19739061.
    Abstract:
    OBJECTIVES: This study analyzes the German version of the teacher rated Symptom Checklist for Attention Deficit Hyperactivity Disorders (FBB-HKS) which is part of the Diagnostic System of Mental Disorders in Children and Adolescents (DISYPS-KJ). Factorial validity as well as convergent, divergent und differential validity and reliability (internal consistency and retest reliability) of the scale are analyzed. METHODS: The questionnaire consists of 20 four point symptom items, assessing the 18 symptom-criteria according to ICD-10 und DSM-IV. Data were collected in a sample of pupils from a school for children with behavioral, emotional and learning problems (study 1: n = 50), as well as in a referred sample from a child and adolescent psychiatric outpatient clinic (study 2: n = 78), and a sample from a multi-center study on the effects of long-acting methylphenidate (study 3: n = 79). RESULTS: The exploratory and the confirmatory factor analyses confirm both a three factor structure with hyperactivity, impulsivity and inattention as separate factors and a two factor structure (with hyperactivity-impulsivity and inattention). Internal consistencies and retest reliabilities are in a good to very good range. Convergent, divergent and differential validity can be confirmed. Thus, the rating scale is suitable for the assessment of ADHD symptoms at school.
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