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

dc.contributor.authorCombrinck, Celeste
dc.contributor.authorDu Preez, Hannelie
dc.contributor.emailceleste.combrinck@up.ac.zaen_ZA
dc.date.accessioned2021-07-23T12:45:26Z
dc.date.issued2021
dc.description.abstractWe tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) 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 1 771 Grade One children (female = 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 sex, higher scores on inattention predicted lower reading and numeracy scores across groups.en_ZA
dc.description.departmentEarly Childhood Educationen_ZA
dc.description.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.embargo2022-03-08
dc.description.librarianhj2021en_ZA
dc.description.urihttps://www.tandfonline.com/loi/rpia20en_ZA
dc.identifier.citationCeleste Combrinck & Hannelie du Preez (2021) Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms, Journal of Psychology in Africa, 31:1, 61-68, DOI: 10.1080/14330237.2020.1871249.en_ZA
dc.identifier.issn1433-0237 (print)
dc.identifier.issn1815-5626 (online)
dc.identifier.other10.1080/14330237.2020.1871249
dc.identifier.urihttp://hdl.handle.net/2263/80974
dc.language.isoenen_ZA
dc.publisherNISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group)en_ZA
dc.rights© 2021 Africa Scholarship Development Enterprize. This is an electronic version of an article published in Journal of Psychology in Africa, vol. 31, no. 1, pp. 61-68, 2021. doi : 10.1080/14330237.2020.1871249. Journal of Psychology in Africa is available online at : https://www.tandfonline.com/loi/rpia20.en_ZA
dc.subjectAttention-deficit hyperactivity disorder (ADHD)en_ZA
dc.subjectADHD Behaviour-Rating Scale (ADHD-BRS)en_ZA
dc.subjectEarly childhood development (ECD)en_ZA
dc.subjectSouth Africa (SA)en_ZA
dc.subjectRasch modellingen_ZA
dc.subjectValidationen_ZA
dc.subject.otherEducation articles SDG-03
dc.subject.otherSDG-03: Good health and well-being
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.titleValidation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classroomsen_ZA
dc.typePostprint Articleen_ZA

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