تطوير مقياس تشخيصي للكشف عن التلاميذ المصابين باضطراب نقص الانتباه وفرط الحركة في الحلقة الأولى في سلطنة عمان باستخدام أنموذج راش

Abstract

This study aims at developing a diagnostic scale to screening students with ADHD. The sample consists of Cycle one students’ in The Sultanate of Oman, using the RASCH model according to the fifth diagnostic and statistical manual of mental Disorders (DSM-5) . The researcher implemented the Cross-sectional Analytical research design. The research sample consisted of 211students with ADHD, and 302 ordinary students whose ages ranged between 6-10 Years. The following research methods were used to collect the data: interviews, the developed scale, and Vanderbilt Scale. The analysis was conducted using Winsteps and SPSS software, and the results revealed that the indicators of ADHD disorder are consistent with the diagnostic criteria mentioned in the Fifth Diagnostic Manual (DSM-5). Also, the results agree with previous studies and theoretical frameworks. The results also showed an increase in the reliability and separation index for items and persons for the developed ADHD scale and the Vanderbilt scale. Also, the infit and outfit mean-square statistics showed that most of the items in the developed scale and the Vanderbilt scale are within the recommended range (0.5-1.5), The items in the two scales were kept because they are close to the recommended index (0.5-1.5) and have positive point-measures correlation coefficients which are higher than (0.3). Also, they cover well all components in the theoretical framework, as well as the infit and outfit mean-square statistics for persons in the two scales in all their dimensions indicated that most participants are within the recommended range (0.5-1.5). Accordingly, the researcher kept all the sample participants because the value of the reliability of persons is high, and the separation index of persons exceeds (2). Uni-dimensionality results indicated that the two measures had acceptable levels. Likewise, the results of items-ordering of the two scales indicated their dimensions. As the difficulty level of the item increases, it measures a much higher level of ADHD symptoms. Also, the results of the efficiency of the scale functioning indicated an acceptable level in the efficiency of the response categories of the developed scale, and in the Vanderbilt scale. Furthermore, the results of the ROC curve showed that the value of the area under the curve (0.972), which means the scale has a high discriminatory ability to classify the ADHD and the normal student. The cut of points was determined (0.0050) for the ADHD student, and it was determined (-0.9750) for the normal student. The T-test results showed the ability of the scale to distinguish between the ADHD student and the normal student, and the results of the concurrent validity indicated that the developed scale had good concurrent validity indications with the Vanderbilt scale. Thus, the research recommended that teachers of Cycle One apply the developed attention deficit hyperactivity scale, and the researcher proposes to reexplore the psychometric properties of the ADHD Scale using the two and three models for Cycle one students.