Adaptation and validation of Conners-3 teacher and parent rating scales on Lebanese children.

Abstract

Conners-3 rating scale is primarily used in the assessment of ADHD and it has been found to be instrumental in variety of areas such as screening, assessment, and treatment monitoring. Most, if not all, rating scales are developed on western standards and available in different languages especially, English. For this reason, we adapted the Conners-3 teacher and parent rating scales since we are ethically responsible to have a rating scale that assess ADHD and takes into consideration the linguistic and cultural differences among the Lebanese population. The procedure of this study was adaptation and validation of Conners-3 teacher and parent rating scales. The forward-backward translation procedure was used based on the guidelines of the ITC. Both Conners-3 teacher and parent rating scales were pilot tested on 33 students (from grade 1 to grade 12) in one school to insure its adequacy before going on the validation process. Later, the adapted Conners-3 teacher and parent rating scales were given to the parents and teachers of students from grade 1 to grade 12 that were selected randomly from nine private and public schools (six private and three public) in Greater Beirut, Lebanon. Hence, the parent rating scale sample consisted of 455 students rated by their parents, and the teacher rating scale sample consisted of 509 students rated by their teachers. After two weeks, re-administration of the adapted Conners-3 teacher and parent rating scales were done for test-retest reliability. The sample of students, who already participated in the study before, were randomly selected from each grade level (grade 1 through grade 12). Only 29 parents and 26 teachers participated by refilling the adapted Conners-3 teacher and parent rating scales. Moreover, statistical analysis was done in order to investigate reliability and validity of the adapted Conners-3 parent and teacher rating scales by examining reliability (test-retest reliability), internal consistency, construct and discriminant validity between ADHD and non-ADH