Dieter Breuer1, Tanja Wolff Metternich, Manfred Döpfner. 1. Klinik und Poliklinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln, Köln. heinz-dieter.breuer@uk-koeln.de
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.
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 psychiatricoutpatient 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.
Authors: Timo D Vloet; Ivo Marx; Berrak Kahraman-Lanzerath; Florian D Zepf; Beate Herpertz-Dahlmann; Kerstin Konrad Journal: J Abnorm Child Psychol Date: 2010-10
Authors: Anna Dölp; Katja Schneider-Momm; Philip Heiser; Christina Clement; Reinhold Rauh; Hans-Willi Clement; Eberhard Schulz; Christian Fleischhaker Journal: Front Psychiatry Date: 2020-08-20 Impact factor: 4.157
Authors: Georg G von Polier; Beate Herpertz-Dahlmann; Kerstin Konrad; Kristine Wiesler; Jana Rieke; Monika Heinzel-Gutenbrunner; Christian J Bachmann; Timo D Vloet Journal: Biomed Res Int Date: 2013-06-11 Impact factor: 3.411