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Journal of Learning Disabilities
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Factor Structures of Taiwanese Teachers' Ratings of ADHD

A Comparison with U.S. Studies

Kueifen Nancy Yang

Department of Special Education, National Kaohsiung Normal University, 116 Ho-Ping 1st Road, Kaohsiung, Taiwan R.O.C.

James L. Schaller

The University of Texas at Austin

Randall Parker

The University of Texas at Austin

The purpose of this study was to compare factor structures from Taiwanese teachers' ratings with diagnostic definitions of attention-deficit/hyperactivity disorder (ADHD) as described in the DSM-III-R, DSM-IV, and ICD-10; to examine how factor structures of Taiwanese teachers' ratings of ADHD symptoms compare with factor structures reported in research using school-based American participants ; and to examine gender differences. One hundred and twenty-one homeroom teachers from six public elementary schools in Taipei County, Taiwan, rated two boys and two girls randomly selected from their homerooms using the ADHD checklist. Findings from this study support the concurrent validity of the DSM-IV ADHD factor structures of hyperactivity-impulsivity and inattention. Comparability of these findings with school-based U.S. studies suggests the cross-cultural congruency of behaviors associated with ADHD.

Journal of Learning Disabilities, Vol. 33, No. 1, 72-82 (2000)
DOI: 10.1177/002221940003300110
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