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<p>We examined the validity and reliability of the DSM-5-Based Childhood ADHD Self Report Scale (DSM-5-CASRS), a self-report questionnaire developed to assess Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms in elementary school children. Two-hundred twelve elementary school second-grade children (130 children with ADHD and 82 non-ADHD) derived from an epidemiological sample completed our scale. Parents completed Turgay DSM-IV Disruptive Behavior Disorders Rating Scale. Children completed the DSM-5-CASRS. We also applied a semi-structured psychiatric interview to all the participants and their parents. The DSM-5-CASRS demonstrated satisfactory internal consistency (McDonald’s ω = 0.92) and strong item-total correlations (0.51 – 0.74). Confirmatory Factor Analysis confirmed a two-factor structure aligning with DSM-5 symptom domains. The scale showed significant and moderate positive correlations with parent-reported ADHD symptoms (<i>r</i> = .44, <i>p</i> &lt; .001), supporting its convergent validity. Machine learning classification using a Random Forest model yielded high sensitivity (89.7%) and moderate specificity (62.5%), suggesting the scale effectively identifies ADHD cases. Findings indicate that 8- and 9-year-old children can reliably report their ADHD symptoms, challenging previous assumptions regarding young children’s self-awareness. The DSM-5-CASRS fills a critical gap in ADHD assessment by providing a structured and developmentally appropriate self-report tool. Future research should expand validation across different age groups and cultural contexts while exploring alternative response formats to enhance usability.</p>

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Development of a Reliable and Valid DSM-5-Based ADHD Self-Report Scale for 8- and 9-Year-Old Children

  • 期刊论文

  • 发表日期：

    2026年6月30日

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  • Eyüp Sabri Ercan,
  • Akın Tahıllıoğlu,
  • Fulden Cantaş Türkiş,
  • Onur Yüzügüldü,
  • Rasiha Kandulu Olcay

摘要

We examined the validity and reliability of the DSM-5-Based Childhood ADHD Self Report Scale (DSM-5-CASRS), a self-report questionnaire developed to assess Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms in elementary school children. Two-hundred twelve elementary school second-grade children (130 children with ADHD and 82 non-ADHD) derived from an epidemiological sample completed our scale. Parents completed Turgay DSM-IV Disruptive Behavior Disorders Rating Scale. Children completed the DSM-5-CASRS. We also applied a semi-structured psychiatric interview to all the participants and their parents. The DSM-5-CASRS demonstrated satisfactory internal consistency (McDonald’s ω = 0.92) and strong item-total correlations (0.51 – 0.74). Confirmatory Factor Analysis confirmed a two-factor structure aligning with DSM-5 symptom domains. The scale showed significant and moderate positive correlations with parent-reported ADHD symptoms (r = .44, p < .001), supporting its convergent validity. Machine learning classification using a Random Forest model yielded high sensitivity (89.7%) and moderate specificity (62.5%), suggesting the scale effectively identifies ADHD cases. Findings indicate that 8- and 9-year-old children can reliably report their ADHD symptoms, challenging previous assumptions regarding young children’s self-awareness. The DSM-5-CASRS fills a critical gap in ADHD assessment by providing a structured and developmentally appropriate self-report tool. Future research should expand validation across different age groups and cultural contexts while exploring alternative response formats to enhance usability.