Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers' Knowledge of Attention Deficit Hyperactivity Disorder / Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del Trastorno por Déficit de Atención con Hiperactividad

The purpose of this study was to develop a questionnaire, called IRA-AGHN, to assess infant and primary school teachers’ knowledge of Attention Deficit Hyperactivity Disorder. The psychometric properties of this questionnaire were examined in a sample of 752 teachers aged between 20 and 64 years (M = 41.57; SD = 9.69). These teachers were employed at 84 randomly selected schools in the Autonomous Community of the Basque Country and Navarre. The factor validity, internal consistency, temporal stability, convergent validity and external validity of the instrument were all analysed. The results suggest that the IRA-AGHN is a valid and reliable measure for assessing teachers’ knowledge of ADHD

El objetivo del presente estudio consistió en desarrollar un cuestionario para evaluar el nivel de conocimiento que los docentes de educación infantil y primaria presentan con respecto al Trastorno por Déficit de Atención con Hiperactividad, el IRA-AGHN. Las propiedades psicométricas del instrumento fueron examinadas en una muestra de 752 maestros cuyo rango de edad oscilaba entre 20 y 64 años (M = 41.57; DT = 9.69). Los maestros pertenecían a 84 centros escolares de la Comunidad Autónoma del País Vasco y Navarra, los cuales fueron seleccionados de forma aleatoria. Se examinaron la validez factorial, la consistencia interna, la estabilidad temporal, la validez convergente y la validez externa del instrumento. Los resultados sugieren que el IRA-AGHN es un instrumento válido y fiable para evaluar el nivel de conocimiento de los docentes con respecto al TDAH

Sintomatología depresiva en adolescentes y variables asociadas al contexto escolar y Clínico / Depressive symptomatology in adolescents and variables associated with the school and clinical environments

El presente estudio analiza la tasa de sintomatología depresiva en escolares adolescentes y su relación con otros factores del ámbito escolar y clínico, con el objetivo último de llegar a un modelo predictor de la sintomatología depresiva en el contexto escolar. La muestra estaba compuesta por 1.285 estudiantes de 12 a 16 años. Los participantes rellenaron el "Cuestionario de depresión para niños" (CDS) y el autoinforme de personalidad S3 del "Sistema de evaluación de la conducta de niños y adolescentes" (BASC) y los tutores informaron sobre el rendimiento académico. Se encontró una prevalencia de 3,8% de participantes con sintomatología depresiva grave, hallándose puntuaciones significativamente superiores en las mujeres, si bien no se hallaron diferencias en función de la edad. Las variables predictoras en ambos sexos fueron: estrés social, atipicidad, ansiedad, sentido de incapacidad y somatización. En el caso de los varones el locus de control externo también fue un predictor y en las mujeres lo fue la autoestima. Se discuten las implicaciones de estos resultados, así como las propuestas para estudios futuros

The present study analyzes the prevalence of depressive symptomatology in a sample of adolescent school students and how it is related to other factors in the school and clinical environments, with the ultimate aim of obtaining a predictive model for depressive symptomatology in the school environment. The sample was made up of 1285 students aged 12 to 16. Participants filled out the Children’s Depression Scale (CDS) and the Behavior Assessment System for Children (BASC S3), while their class teachers provided information on the academic performance of each student. The study found a prevalence of 3.8% of participants with severe depressive symptomatology, with significantly higher scores in girls, though there were no differences by age. The most prominent predictors in both sexes were: social stress, atypicality, anxiety, feelings of incompetence and somatization. For boys, external locus of control was also a predictor, and in the case of girls, self-esteem. We discuss the implications of these findings and proposals for future research

Measuring teachers' knowledge of attention deficit hyperactivity disorder: the MAE-TDAH questionnaire

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/ Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD (AU)

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