Abstract

Introduction. This study seeks to psychometrically evaluate the inattention and hyperactivity/impulsivity subscales of the Vanderbilt ADHD Teacher Rating Scale (VADTRS) for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in children and adolescents in Chile. Method. The sample included 353 students from the 2nd grade of primary school to the 3rd grade of secondary school from three schools in the province of Biobío, selected by non-probabilistic convenience sampling. The VADTRS is a behavioural observation questionnaire with 18 items assessing inattention and hyperactivity/impulsivity symptoms. Descriptive statistical analyses were performed, content validity was assessed, and internal consistency was calculated. In addition, a confirmatory factor analysis was conducted to validate the structure of the scale. Results. The results showed high inter-observer agreement (Aiken’s V=.96) and high reliability on the total scale (ω =.97) and subscales of inattention (ω =.96) and hyperactivity/impulsivity (ω =.94). Confirmatory factor analysis validated the two-factor structure corresponding to ADHD symptoms. Discussion or Conclusion. The VADTRS proved to be a reliable and valid tool to detect ADHD in Chilean students. Its easy application makes it a viable option to identify those who may face this condition, allowing early intervention and adequate support to improve their adaptation and academic development. The validation of this scale is relevant, given that research on the detection of ADHD in Chile is limited, and this study contributes to the field of child and adolescent mental health. Implementing the VADTRS in the educational context could improve early detection and provide more effective care for students with ADHD, positively impacting their well-being and academic performance. In conclusion, this study provides valuable knowledge for clinical practice and research in the area of ADHD in Chile.