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  • Title: Teacher Ratings of the ADHD-RS IV in a Community Sample: Results From the ChiP-ARD Study.
    Author: Caci HM, Morin AJ, Tran A.
    Journal: J Atten Disord; 2016 May; 20(5):434-44. PubMed ID: 23422236.
    Abstract:
    OBJECTIVE: Validated instruments to assess ADHD are still unavailable in many languages other than English for teachers, which constitutes a clear obstacle to screening, diagnosis, and treatment of ADHD in many European countries. METHOD: Teachers rated 892 youths using the ADHD Rating Scale (ADHD-RS). We investigated the factor structure, reliability, and measurement invariance based on confirmatory factor analyses. RESULTS: Results support a bifactor model, including one general ADHD factor and two specific Inattention and Hyperactivity-Impulsivity factors. But the latter is improperly defined calling into question the existence of a Predominantly Hyperactivity-Impulsivity subtype. The measurement invariance is fully supported across gender, age groups, and Gender × Age Groups. CONCLUSION: Results support the multiple-pathways hypothesis and suggest that a total ADHD score is meaningful, reliable, and valid, as well as specific assessments of Inattention. Some youths--especially older ones--may present a profile of ADHD particularly marked by Inattention symptoms.
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