Combrinck, CelesteDu Preez, Hannelie2021-07-232021Celeste 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: 10.1080/14330237.2020.1871249.1433-0237 (print)1815-5626 (online)10.1080/14330237.2020.1871249http://hdl.handle.net/2263/80974We 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© 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.Attention-deficit hyperactivity disorder (ADHD)ADHD Behaviour-Rating Scale (ADHD-BRS)Early childhood development (ECD)South Africa (SA)Rasch modellingValidationEducation articles SDG-03SDG-03: Good health and well-beingEducation articles SDG-04SDG-04: Quality educationPostprint Article