Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms

Abstract

We tested the construct validity of scores from the ADHD Behaviour-Rating Scale (ADHD-BRS: Merrell & Tymms. 2001) within South African early childhood classrooms in three of the eleven official languages, English, Afrikaans and isiXhosa. In-service teachers (n=109) from 112 schools in the Western Cape Province completed the ADHD-BRS for 1771 Grade 1 children (girls = 50%, median age = 7.39 years). Rasch analysis and Confirmatory factor analysis (CFA) results indicated evidence for the validity of the ADHD-BRS scores.There was evidence that the language of learning and teaching (LoLT) groups differed enough to require separate analysis.Regardless of language or gender, higher scores on inattention predicted lower reading and numeracy scores across groups.

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“…These difficulties are more frequent in attention-deficit students. Combrinck and Preez (2021) conclude "Both sex and the language of learning and teaching are associated with ADHD and lower reading and numeracy achievement" (p. 67).…”