Main Article Content

Luís Oliveira
Instituto de Educação
Portugal
https://orcid.org/0000-0001-7220-7324
Biography
Marcelino Pereira
Universidade de Coimbra
Portugal
https://orcid.org/0000-0002-1468-2124
Biography
Teresa Medeiros
Universidade dos Açores
Portugal
https://orcid.org/0000-0001-6063-3916
Biography
Ana Serrano
Universidade do Minho
Portugal
https://orcid.org/0000-0002-6117-4050
Biography
Vol. 6 No. 1 (2019), Articles, pages 56-67
DOI: https://doi.org/10.17979/reipe.2019.6.1.4910
Submitted: Dec 19, 2018 Accepted: Jun 7, 2019 Published: Jul 1, 2019
How to Cite

Abstract

TThis study integrates a broader investigation, whose purpose was to analyze the impact of Attention Deficit Hyperactivity Disorder (ADHD) within a school context, at an academic, behavioral and social level. The Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) has been translated and adapted into Portuguese European, using cross-cultural translation method of back-translation and decentering, proposed by Brislin (1970, 1976). A total of 76 teachers from the 1st cycle of the island of São Miguel (Azores) filled the EVDPP for 105 (n = 105) students diagnosed (or under evaluation) for diagnosis of ADHD, aged between 6 and 11 years old, 85.7% are male gender and 14.3% are female. The statistical method used to evaluate the internal consistency of the instrument was the Chronbach's alpha. The results demonstrate the internal validity of the scale, with Chronbach's alphas being between .80 and .94 in the different dimensions, corroborating other international studies. These preliminary data suggest that EVDPP can be an extremely useful tool for the multidisciplinary teams of Portuguese schools (in particular psychologists), in the signaling, diagnosis and characterization of the main problems of the PHDA in this context.

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