Psychometric Evaluation of the Spanish Translation of the Disruptive-Behavior Disorder Rating Scale

Abstract

Introduction:

Evidence-based assessments for ADHD include the collection of standardized ratings of Diagnostic and Statistical Manual of Mental Disorders symptoms. There is limited research on ADHD diagnostic procedures in Hispanic/Latino children and a growing concern that ADHD may be underdiagnosed due to language barriers that exist between parents and the standardized measures. To address this gap, we examined potential language related biases in the assessment of ADHD among Spanish-speaking parents.

Methods:

The sample was 107 Hispanic/Latino, Spanish-speaking parents of children in kindergarten or first grade. The Spanish translated versions of the Disruptive Behavior Disorders Rating Scale (DBD-RS), Strength and Difficulties Questionnaire (SDQ), and Impairment Rating Scale (IRS) were administered to assess ADHD symptoms, concurrent validity, and the influence of time since arrival in the United States on parent ratings.

Results:

The Spanish DBD-RS demonstrated strong internal consistency for both Inattention (α = .85) and Hyperactivity/Impulsivity (α = .85) subscales. Parent ADHD ratings were positively correlated with SDQ Hyperactivity/Inattention scores (r = .38, p < .001), supporting concurrent validity. In regression analyses, parent time in the U.S. significantly predicted IRS impairment scores beyond ADHD symptoms (ΔR² = .036, p = .035).

Conclusion:

Despite limitations such as reliance on self-report measures and cultural heterogeneity in the sample, this research contributes to understanding ADHD assessment in an under-studied ethnic group. Our findings contribute to ongoing efforts to refine diagnostic tools and promote equitable access to ADHD evaluations that are culturally appropriate for Hispanic/Latino children.