The HIDEA school-based screening scale for teachers to detect ADHD markers in elementary students

• Javier Fenollar-Cortés ^[1] ; Joaquín Parra-Martínez ^[1] ; Encarnación Hernández-Pérez ^[1] ; José-Antonio Rabadán-Rubio ^[1]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 29, Nº. 3, 2017, págs. 329-334
• Idioma: inglés
• DOI: 10.7334/psicothema2016.246
• Títulos paralelos:
  • Escala HIDEA de cribado escolar orientada al profesorado para detectar marcadores TDAH en Primaria
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción: el trastorno por déficit de atención e hiperactividad (TDAH) está asociado a dificultades académicas tanto a corto como a largo plazo. El objetivo de este estudio fue desarrollar una escala breve de cribado del TDAH de sencillo manejo para profesorado y profesionales de Educación Primaria. Método: los participantes fueron educadores/as de 158 niños/as con un diagnóstico previo de TDAH, y 169 sin diagnóstico TDAH. Se generó un pool inicial de 38 ítems a partir del DSM-5 y CIE-10, así como de las escalas Conners 3, EDAH, SDQ y ADHD-RS-IV. Resultados: el modelo de 5-ítems mostró el mejor ajuste (c2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). La puntuación en la escala HIDEA correlacionaba de manera elevada tanto con la “inatención” (r = .93; p<.001) como con la “hiperactividad/impulsividad” (r = .87; p<.001). La curva ROC obtuvo un AUC de .998 (95%, CI = [.994, 1.000]). HIDEA mostró buena sensibilidad (97%) y buena especificidad (3%). Conclusión: la escala HIDEA ha mostrado unas propiedades psicométricas adecuadas, mostrando ser una herramienta de cribado clínico para el TDAH en Primaria, potencialmente útil en estrategias preventivas aplicables en la escuela.

  • English

    Background: Attention-defi cit/hyperactivity disorder (ADHD) is associated with academic diffi culties both short- and long-term. The aim of the study was to provide a new brief ADHD screening scale that could be easily used by teachers and educational professionals in elementary schools. Method: Participants were teachers of 158 children with a prior diagnosis of ADHD and 169 children without a diagnosis of ADHD. An initial pool of 38 items was generated from ADHD symptoms of both DSM-5 and CIE-10 criteria, as well from Conners 3, EDAH, SDQ and ADHD-RS-IV scales. Results: A 5-item model showed the best fi t (χ2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). The HIDEA total score was highly correlated with both ADHD-IN (ρ = .93; p<.001) and ADHD-HY (ρ = .87; p<.001). The ROC curve for the HIDEA total score gave an AUC value of .998 (95%, CI = [.994, 1.000]).

    HIDEA scale showed a good sensitivity (97%) and very good specifi city (3%). Conclusion: The HIDEA scale has shown adequate psychometric properties. It is potentially useful for screening ADHD in elementary grade as part of a preventive strategies in school settings.

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