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

  1. Javier Fenollar-Cortés 1
  2. Joaquín Parra-Martínez 1
  3. Encarnación Hernández-Pérez 1
  4. José-Antonio Rabadán-Rubio 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2017

Volumen: 29

Número: 3

Páginas: 329-334

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2016.246 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

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.

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Fuente de los datos: Dialnet