Estudio de validez del Cuestionario para trastorno por déficit de atención y trastorno de conducta. Versión Maestros

Ulloa, R. E.; Narváez, M. R.; Arroyo, E.; Bosque, J. del; de la Peña, F.
May 2009
Actas Espanolas de Psiquiatria;may2009, Vol. 37 Issue 3, p153
Academic Journal
Case Study
Introduction. Teacher's rating scales for the evaluation of attention deficit hyperactivity disorder (ADHD) and behavioral disorders have been shown to be useful and valid tools. The Child Psychiatric Hospital Teacher Questionnaire (CPHTQ) of the Hospital Psiquiátrico Infantil Dr. Juan N. Navarro was designed for the assessment of ADHD symptoms, externalized disorders, and poor academic performance of children and adolescents. Methods. Internal consistency, criterion validity, construct validity and sensitivity of the scale to changes in symptom severity were evaluated in this study. Results. The scale was administered to 282 teachers of children and adolescents aged 5 to 17 years who came to a unit specialized in child psychiatry. The validity analysis of the instrument showed that the internal consistency measured by Cronbach's alpha was 0.94. The factorial analysis yielded 5 factors accounting for 59.1% of the variance: hyperactivity and behavioral symptoms, dysocial predatory, inattentive, poor functioning and motor disturbances. The CPHTQ scores on the scale showed positive correlation with the Clinical Global impression (CGI) scale in the patients' response to drug treatment. Conclusions. The CPHTQ shows adequate validity characteristics that demonstrate its utility in the evaluation of patients with ADHD and its comorbidity with other behavior disorders.


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