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.
trastorno por déficit de atención con hiperactividad
Psychometric Properties Of ADHD Rating Scale In School Context. Propiedades Psicométricas de la Escala ADHD en el Contexto Escolar
Tratamiento Neuropsicológico del TDAH en Preescolares: Entrenamiento de la Función Ejecutiva
Preschoolers who have symptoms of impulsivity, hyperactivity and attention deficit manifest alterations in the executive functions: inhibitory control, working memory, monitoring and self-directed speech. It is essential in the preschool classroom to identify children who have difficulty regulating their behavior. The importance of this early detection is the possibility of avoiding a picture of ADHD with greater complexity in the child’s future. Training of executive function in children who could present these symptoms has been described as a highly effective strategy. Researches affirm that training of executive function would decrease the likelihood that a child will have ADHD at school age if he had received early attention from preschool. From the clinical experience it has witnessed the evolution of cases of children identified preschool with symptoms of ADHD, and then do a training executive functions for periods of one to two years better, and even at the beginning of schooling have a less severe psychopathology, unlike children who have not received this early intervention. In this paper I will describe the clinical picture of ADHD in initial preschool, the relationship between this disorder and executive function and some strategies in the training of executive functions.
