ساخت و اعتباريابي پرسشنامه تشخيصي اختلال نارسايي توجه بيش¬فعالي بر اساس نسخه بازبيني شده پنجمين راهنماي تشخيصي و آماري اختلال هاي رواني-نسخه معلم

Construction an‎d Validation of a Teacher-Reported Diagnostic Questionnaire for Attention-Deficit/Hyperactivity Disorder Based on the Diagnostic an‎d Statistical Manual of Mental Disorders, Fifth Edition, Revised Edition

روان شناسي و آموزش افراد با نيازهاي خاص

The present study aimed to develop an‎d examine the psychometric properties, factorial structure, reliability, validity, an‎d screening efficiency of a diagnostic questionnaire for Attention-Deficit/Hyperactivity Disorder (ADHD), Teacher Version, based on the symptoms an‎d diagnostic criteria of the DSM-5-TR. This study was descriptive in nature an‎d categorized as a psychometric study. The statistical population consisted of all elementary school students in Isfahan, an‎d a sample of 500 students was selec‎ted using multistage cluster sampling. The Teacher-Reported Attention-Deficit/Hyperactivity Disorder Questionnaire developed in the present study was based on the inattentive an‎d hyperactive/impulsive symptom domains of the DSM-5-TR. The SNAP-IV scale was used as a criterion-related validity measure. Exploratory factor analysis (EFA) an‎d confirmatory factor analysis (CFA), measurement invariance, internal consistency coefficients (Cronbach’s alpha an‎d McDonald’s omega), test-retest reliability, logistic regression for predictive validity, an‎d receiver operating characteristic (ROC) curve analysis were conducted using R version 4.5.2. Exploratory factor analysis using the minimum residual method with oblimin oblique rotation yielded a two-factor structure, accounting for 66% of the total variance. Furthermore, the two-factor confirmatory factor analysis model, comprising inattention an‎d hyperactivity/impulsivity factors, demonstrated the best fit to the data after allowing correlations between the errors of some items, with fit indices of TLI = 0.23, CFI = 30.0, an‎d RMSEA = 0.075. Measurement invariance analysis indicated configural, metric, an‎d scalar invariance across gender groups (girls an‎d boys) an‎d age groups, allowing meaningful comparisons of latent mean scores across these groups. Cronbach’s alpha coefficients for the two factors were 0.967 an‎d 0.958, respectively, while McDonald’s omega coefficients were 0.965 an‎d 0.965, indicating high internal consistency. Correlations of 0.806, 0.735, an‎d 0.813 for the subscales an‎d total score, respectively, with the SNAP-IV scale provided evidence of concurrent criterion-related validity. Comparisons of scores between typically developing students an‎d students with ADHD showed statistically significant differences across the subscales an‎d total score (p <‎ 0.05), indicating satisfactory diagnostic validity. The logistic regression coefficients for predicting ADHD were statistically significant (p <‎ 0.05), demonstrating that the questionnaire subscales had adequate predictive validity. Moreover, the area under the curve (AUC) was 0.95, indicating excellent diagnostic accuracy in distinguishing students with ADHD from typically developing students. The optimal cutoff point for the total score was determined to be 94.5, at which the sensitivity was 86.7% an‎d the specificity was 95.5%. Overall, the developed questionnaire demonstrated satisfactory construct validity, reliability, an‎d screening efficiency for assessing symptoms of attention-deficit/hyperactivity disorder among elementary school students. The instrument can be used as a structured measure by teachers, school counselors, an‎d mental health professionals in school-based screening an‎d multistage assessment processes, provided that its results are interpreted within a multi-informant framework an‎d in conjunction with clinical judgment

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