Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
67
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Psychometric Properties of the Teachers’
Knowledge and Practice Scale for Students
with ADHD
Sandra Milena Carrillo-Sierra
1
Gloria Silva-Monsalve
2
Claudia Carolina Cabrera-Gómez
3
Carlos Gutiérrez-Suárez
4
Nayareth Rincón-Rodríguez
5
Diego Rivera-Porras
6
Cómo citar este artículo / To reference this article / Para citar
este artigo: Carrillo-Sierra, S. M., Silva-Monsalve, G., Cabrera-Gómez,
C. C., Gutiérrez-Suárez, C., Rincón-Rodríguez, N y Rivera-Porras,
D. (2023). Psychometric Properties of the Teachers’ Knowledge and
Practice Scale for Students with ADHD. Revista Criterios, 30(2), 67-82.
https://doi.org/10.31948/rev.criterios/30.2-art5
Reception date: November 22, 2022
Review date: February 27, 2023
Approval date: May 24, 2023
Abstract
The psychometric properties of the scale of knowledge and pedagogical practice
of teachers against inattention, hyperactivity, and impulsive behavior in school
contexts in Cúcuta, Norte de Santander are validated. It was carried out under
a quantitative, non-experimental approach, of exploratory, cross-sectional type,
in terms of the population to be taken into account, who were the teachers
assigned to the Municipal Education Secretary; the sample was obtained by
proportional xing; the data were processed in SPSS applying exploratory factor
analysis (EFA) and conrmatory factor analysis (CFA) based on reliability and
reproducibility Cronbach’s alpha, test-retest with Lin’s intraclass correlation
coecient and the kappa index Cohen’s. It is concluded that the test has the
appropriate psychometric properties for use in Colombian school contexts.
Keywords: Pedagogical relationship; psychometric properties; inattention;
hyperactivity; impulsivity.
1
Master’s degree in Educational and Social Development, Faculty of Social Sciences, Research Institute Atulaa, Universidad de
Santander, Cúcuta, Colombia. E-mail: sa.carrillo@mail.udes.edu.co
2
Specialist in Pedagogy for University Teaching, Faculty of Social Sciences, Atulaa Research Institute, Universidad de Santander,
Cúcuta, Colombia. E-mail: coord.psicologia.cuc@cucuta.udes.edu.co.
3
Ph. D. in Psychology, Universidad Baja California, School of Humanities and Social Sciences, Universidad Mariana, Psychology Program,
Pasto – Colombia
4
Psychologist, Specialist in Occupational Risk Management, Occupational Safety and Health, Faculty of Social Sciences, Instituto de
Investigación Atulaa, Universidad de Santander, Cúcuta, Colombia. E-mail: caro.gutierrez@mail.udes.edu.co
5
Psychologist in training, Universidad de Santander, Cúcuta, Colombia. E-mail: cuc20212016@mail.udes.edu.co.
6
Ph. D. in Psychology, Faculty of Social Sciences, Instituto de Investigación Atulaa, Universidad de Santander, Cúcuta, Colombia.
E-mail: die.rivera@mail.udes.edu.co
Research Results
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
68
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Propiedades psicométricas de la escala
sobre el conocimiento y la práctica
pedagógica de los docentes hacia
estudiantes con TDAH
Resumen
Fueron validadas las propiedades psicométricas de la escala de conocimiento y
práctica pedagógica de docentes sobre conductas de inatención, hiperactividad
e impulsividad en contextos escolares de Cúcuta, Norte de Santander, bajo una
metodología cuantitativa, no experimental, exploratoria, de corte transversal.
La población a tomar en cuenta fueron los docentes adscritos a la Secretaría
de Educación Municipal; la muestra se obtuvo por jación proporcional; los
datos fueron procesados en SPSS aplicando el análisis factorial exploratorio
(AFE) y un análisis factorial conrmatorio (AFC), en cuanto a conabilidad y
reproducibilidad alfa de Cronbach, test-retest con coeciente de correlación
intraclase de Lin e índice kappa de Cohen. Se concluye que la prueba tiene
las propiedades psicométricas relevantes para su uso en contextos escolares
colombianos.
Palabras clave: relación pedagógica; propiedades psicométricas; desatención;
hiperactividad; impulsividad.
Propriedades psicométricas da escala sobre
o conhecimento e a prática pedagógica de
professores para alunos com TDAH
Resumo
Foram validadas as propriedades psicométricas da escala de conhecimento e
prática pedagógica dos professores relativas a comportamentos de desatenção,
hiperactividade e impulsividade em contextos escolares em Cúcuta, Norte de
Santander. Foi realizada sob uma metodologia quantitativa, não experimental,
exploratória e transversal; no que diz respeito à população a ter em conta
foram os professores afectos à Secretaria Municipal de Educação; em relação à
amostra, que foi obtida por xação proporcional; os dados foram processados
no SPSS, aplicando a análise de factor exploratório (AFE) e uma análise de
factor de conrmação (AFC) em termos de abilidade e reprodutibilidade Alfa de
Cronbach, teste-reteste com o coeciente de correlação intra-classe de Lin e o
índice kappa de Cohen. Conclui-se que o teste tem as propriedades psicométricas
relevantes para uso em contextos escolares colombianos.
Palavras-chave: relação pedagógica; propriedades psicométricas; desatenção;
hiperactividade; impulsividade.
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
69
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
1. Introduction
Education is a process of constant formation,
regardless of the place where it is carried
out; in this way, Colombia tends to develop
educational models that derive an integral
conceptualization of the person, strengthening
the personal, cultural, social, and political
spheres of all the agents involved in the
educational system. Contributing to the
development of students is only a small part
of the type of service that teachers oer to
the community in general, through the moral,
intellectual and physical orientation of students.
In the same way, mental health is inuenced in
academic environments, and education should
give importance and awareness to these issues
(Angarita-Ortiz et al., 2020; Carrillo-Sierra and
Quintero, 2020). In this sense, it is important
to guarantee an adequate provision of services,
ensuring the necessary environment for the
access and stability of children and adolescents
in the school system, as one of the various
meritorious actions during their work exercise
(Beltrán et al., 2012; Padrós-Blázquez et al.,
2018).
Among the various problems that can arise in
the educational sector, a characteristic of the
students stands out that must be perceived by
the educators to implement useful intervention
strategies when including the students in the
classroom, without aecting their behavior.
In this way, it is relevant to highlight that
reference is made to the prevalence of cases
with attention decit hyperactivity disorder
(ADHD) in the classroom (Domínguez-Lara
and Merino-Soto, 2015; Rivera, 2016; Carrillo-
Sierra et al., 2018).
Teachers must be trained to be able to deal with
situations in which a disorder such as ADHD
is present, to achieve inclusive education in
the classroom (González-Gómez and Carrillo-
Sierra, 2018). Among the studies with the
highest academic trajectory is that developed by
Barkley (2014), who has published documents
from 1998 to the last edition in 2014. The
information that the author refers to regarding
ADHD is the following: it is considered a
disorder of chronic nature; the report states
that between 50 and 80% of children with
ADHD continue to present symptoms related
to the disorder in adolescence. Therefore, it is
important to identify the problem as early as
possible to implement eective interventions
to improve the quality of life of these children.
However, for the successful development of
any type of intervention, it is essential that the
actors involved in the process of interaction
with the children, such as parents, classmates,
and teachers, have sucient knowledge of the
subject (Mellado et al., 2015; Fenollar-Cortés
et al., 2016; Miranda et al., 2018).
For this reason, it is appropriate to select
teachers as the central actors of this
instrument, specifying the importance of the
level of knowledge they can present about
ADHD, which is of great relevance in identifying
the behaviors typical of the disorder in young
children, since they are the ones who can
observe, over a long period, a large number of
behaviors that children perform in structured
situations, such as academic activities, and
unstructured situations, such as play (Ochoa,
2018). Another point for which teachers are
considered a key population is that they are
the ones who are in daily contact with dierent
groups of students, which would facilitate
the establishment of comparative analyses
between students of the same age. Finally, the
fact that teachers are aware of ADHD would
allow them to alert the work teams involved
in the educational system to which they are
attached, to promote specic workshops for
the needs of their students (Expósito, 2016).
Therefore, the construction of a scale that
allows measuring the level of knowledge of
teachers on this topic becomes an imperative
task (Hernández and Hernández, 2015;
Moreno et al., 2018). For this purpose, it
is necessary to consider that ADHD is a
neurodevelopmental disorder that begins in
childhood and whose main symptoms are
inattention, hyperactivity, and impulsivity.
Etiologically, this disorder originates from
neurobiological to environmental factors, with
children and adolescents with ADHD being the
ones with the highest risk of facing academic
diculties and suering from aective, anxiety,
and behavioral disorders (American Psychiatric
Association [APA], 2014).
Considering the above, an instrument must
be validated using multivariate statistical
methods, based on having the psychometric
quality instrument that allows the evaluation
of the knowledge and pedagogical practice of
teachers against inattention, hyperactivity,
and impulsivity behaviors applied in contexts
schoolchildren from Cúcuta, Norte de Santander.
Therefore, said instrument must condense
the inattention, hyperactivity, impulsivity,
pedagogical, and didactic relationship
subscales, as will be discussed later (Carrillo-
Sierra et al., 2018).
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
70
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
1.1. Inattention
It refers to an individual’s inability to maintain
attention in various activities for long periods,
including school and leisure activities. Among
the key points for its detection are usually
errors in the execution or completion of such
actions, such as organizing tasks, execution
time, not following instructions, and avoiding
any type of exercise that requires mental eort
(APA, 2014; Barkley, 2014; Morales-Hidalgo et
al., 2017; DuPaul et al., 2018).
1.2. Hyperactivity
This section refers to when the individual
usually gets a lot of energy and therefore
cannot regulate himself; this aspect is reected
in people who play with their hands and feet,
squirm in their seats, constantly get up from
their seats, or move indoors from a place
where they are expected to remain seated, in
addition to being excessively eloquent (APA,
2014; Barkley, 2014; Richarte et al., 2017).
1.3. Impulsive
It includes those impulsive behaviors that
are usually evident in individuals, such as
answering questions before they are nished,
making it dicult for them to take turns during
daily activities in class; they usually interrupt
and disrupt other people’s conversations, in
addition to using their classmates’ things or
the classroom teacher’s teaching tools without
waiting for the owner’s approval or permission
(APA, 2014; Barkley, 2014; Morales-Hidalgo et
al., 2017; DuPaul et al., 2018; Moreno et al.,
2018).
1.4. Pedagogical Relationship
It refers to the bond that teachers develop
with their students; this component consists
of the acquisition of knowledge of various
kinds, such as the identication of behavioral
patterns of their students. The construction
of this relationship stems from the relational
aspects of the teaching-learning dynamic,
allowing closeness, respect, and authority
during the teacher’s work practice (Hernández
and Hernández, 2015; Salamanca et al., 2016;
Morales-Hidalgo, 2017).
1.5. Didactics
This section focuses on the identication of the
behavioral patterns of greater predilection in
teachers during the construction of activities
that allow students a greater appropriation of
the teaching-learning process, from a paradigm
of inclusion and participation of dierent
potentialities of the students (Ruedas, 2016;
Eugenio-Gozalbo and Aragón, 2016; Estévez
and León, 2015).
After developing a brief conceptualization
of the dimensions, we proceed to annex the
construction of the instrument that will be used
in educational contexts in the city of Cúcuta,
considering its reliability for the identication
of knowledge and pedagogical practices of
teachers against ADHD.
2. Methodology
The present investigation is of a quantitative,
non-experimental approach, of an exploratory
design, with a cross-section. Population of
teachers attached to the Municipal Secretary of
Education, sample by proportional allocation.
The data will be processed in SPSS 22 by
applying exploratory factor analysis (EFA) and
conrmatory factor analysis (CFA) based on
reliability and Cronbach’s alpha reproducibility,
test-retest with Lin’s intraclass correlation
coecient, and the kappa index Cohen.
2.1. Population and sample
The concept of population refers to the set of
units that make up the group to be studied
in the research (Hernández et al., 2010). In
this case, the instrument is to be validated
with teachers from the public sector in the
city of Cúcuta, Norte de Santander. The total
population was made up of 579 teachers
(N=579 teachers) since the number of these
varies by school, the sampling was applied
stratied by proportional allocation, so that
each of the samples obtained is proportional
to the size of the stratum, accordingly, all units
have the same probability of being selected.
Table 1 presents a sample calculated with the
equation belonging to probabilistic sampling
by proportional allocation, which assigns a
representative sample
according to the proportion of each stratum
(College) (Hernández et al., 2010).
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
71
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Table 1
Sample
School Total teachers Total sample
1 100 40
2 38 15
3 125 50
4 33 13
5 132 53
6 151 60
Total 579 231
2.2. Information collection techniques and instruments
The data collection was carried out with the scale of knowledge and pedagogical practice of
teachers against the scale of knowledge and pedagogical practice of teachers with students with
inattention, hyperactivity, and impulsiveness - CPIHI (Rivera-Porras et al., 2019), formed according
to the following operationalization of the variable:
Table 2
Operationalization of the variable
Variable Dimension Denition – Description Reagent
Knowledge
Inattention
It refers to the inability of external agents to
transfer attention or sustain mental eort.
1, 2, 3, 4, 5, 6, 7,
8, and 9
Hyperactivity
It is an intense motor activity, in which there
is a continuous movement and the activity is
excessive.
10, 11, 12, 13, 14,
and 15
Impulsiveness
It is the tendency to react impulsively, rapidly,
and disproportionately to internal or external
stimuli that are perceived as threatening, without
measuring one’s past actions or considering the
consequences of one’s actions.
16, 17, and 18
Practice
Pedagogical
relationship
-Attitudes
The relationship between the student and the
teacher, resulting from the dynamics of teaching-
learning, which allows closeness, respect, and
authority during the teacher’s work practice.
It is directly related to the teaching attitude,
dened as the way of reacting to the situation.
19, 20, 21, 22, 23,
24
Didactics
It is the area responsible for implementing
strategies related to how certain information is
provided.
25, 26, 27, 28, 29,
30, 31, 32.
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
72
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Data were processed in SPSS using exploratory factor analysis (EFA) and conrmatory factor
analysis (CFA) based on reliability and Cronbach’s alpha reproducibility, test-retest with Lin’s
intraclass correlation coecient and Cohen’s kappa index.
3. Results
To carry out the process of typing and standardizing the scale, the procedure was divided into two
phases: The rst was related to the reliability of the instrument and the elimination of items that
were not considered necessary; the second was to validate the factorial structure of the scale.
Table 3
Reliability
Dimension Cronbach’s alpha Number of reagents
Inattention 0,85 8
Hyperactivity 0,78 4
Impulsiveness 0,76 3
Pedagogical relationship 0,73 8
Didactics 0,83 9
Total, scale 0,93 32
To calculate the reliability, the Cronbach’s alpha coecient was used for each dimension and
globally. It was found that the dimensions of inattention (α 0.85) and didactics (α 0.83), and in
general the global scale (α 0.93) have a very high level, while the dimensions of hyperactivity (α
0.78), impulsivity (α 0.76), and pedagogical relationship (α 0.73) have a high level. This indicates
that the scale does not show a signicant variation between the interrelationships of the items.
In reviewing Table 4, it was determined that it is not necessary to eliminate any of the items,
as doing so would not signicantly improve the structure of the model, but rather would be
detrimental to the structure of the same.
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
73
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Table 4
Reliability through dimensions and reagents
Dimension
Reagent
Scale
average if
the item
has been
deleted
Scale
variance
if the
element
has been
suppressed
Corrected
total item
correlation
Cronbach’s
alpha
if the
element
has been
deleted
Inattention
1. I recognize that I neglect the
details of a task because I have
diculty shifting my attention.
29,21 14,01 0,52 0,84
2. I am able to recognize when
a student is having diculty in
sustaining the mental eort in his
or her activities.
29,19 13,55 0,63 0,83
3. I know when a student is not
paying attention or listening
because of distraction.
29,39 13,08 0,58 0,84
4. I recognize when a student is not
completing tasks due to diculty
following directions.
29,07 13,48 0,60 0,83
5. I can recognize when a student
has diculty planning assignments
and activities.
29,34 13,11 0,63 0,83
6. I notice when a student avoids
structured, extended activities that
require sustained attention.
29,37 12,86 0,68 0,83
7. I recognize when a student
repeatedly misplaces items needed
to develop activities or tasks.
29,71 12,34 0,60 0,84
8. I recognize when a student is
being distracted by agents inside
or outside of the classroom.
29,28 13,48 0,53 0,84
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
74
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Hyperactivity
9. I notice when a student has
constant movement at his/her
desk.
13,27 3,47 0,52 0,76
10. I notice when a student leaves
his/her desk in activities and
academic situations where he/she
is expected to remain seated.
12,79 3,53 0,67 0,68
11. I recognize when a student
is engaging in excessive physical
activity in situations where it is
unnecessary.
12,95 3,18 0,66 0,68
12. I notice when a student talks
excessively during the development
of activities or tasks.
12,67 4,20 0,51 0,76
Impulsiveness
13. I recognize when a student
is anticipating instruction or a
question to answer.
8,48 1,71 0,58 0,69
14. I recognize when a student
becomes impatient or interrupts
participation shifts.
8,51 1,52 0,67 0,59
15. I recognize when a student is
interfering in the activities of others
without clarity of role.
8,57 1,70 0,53 0,74
Pedagogical relationship
16. I provide my students with
support materials to carry out
activities and facilitate the
understanding of the topic.
30,41 10,51 0,44 0,70
17. I provide my students with
visual aids from weekly classroom
activities.
31,12 9,14 0,40 0,71
18. I provide my students with the
materials needed to complete the
activities or tasks.
30,20 10,46 0,51 0,69
19. I tell my students the time
remaining to deliver an activity or
assignment.
30,11 10,80 0,48 0,69
20. I avoid making judgments and
accusations about the behavior of
a student during the course of a
lesson.
30,73 9,60 0,35 0,72
21. I encourage student
participation and bonding during
the development of collaborative
activities or tasks.
30,20 10,52 0,38 0,71
22. I create spaces for classroom
feedback and error-based learning.
30,40 10,35 0,47 0,69
23. I give my students the time
they need to develop activities or
assignments.
30,10 10,67 0,52 0,69
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
75
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Didactics
24. I have classroom inclusion
techniques and strategies for my
students.
33,21 17,20 0,60 0,81
25. I establish evaluation criteria in
accordance with the needs of my
students.
33,04 17,60 0,64 0,80
26. I choose a test type according to
the characteristics of my students.
33,13 17,15 0,59 0,81
27. My practice allows me to give
my students individual attention in
the classroom.
33,58 16,74 0,56 0,81
28. I use a variety of classroom
activities to facilitate my students’
adaptation.
33,14 17,92 0,63 0,81
29. I use audiovisual media to
focus the attention of my students.
33,36 18,36 0,34 0,84
30. I give short and clear
instructions to my students to
facilitate their understanding of the
activities and tasks.
32,69 19,35 0,49 0,82
31. I set learning expectations for
my students that are achievable
and measurable.
33,08 17,95 0,58 0,81
32. I set behavioral expectations
for my students and provide clear
guidelines for developing activities
and assignments.
32,70 19,15 0,56 0,82
Once the reliability process was completed, we proceeded to determine which of the items were
related to each other to determine its internal consistency. It was found that all the items are
signicantly related (p<0.05) (see Table 5), which indicates that the test has a high internal
consistency, leaving evidence of adequate relationship between the items.
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
76
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Table 5
Correlations matrix
Correlations matrix
Inattention
Hyperactivity
Impulsiveness
Pedagogical
relationship
Didactics
Correlation
Inattention * 0,72 0,65 0,52 0,51
Hyperactivity 0,72 * 0,71 0,48 0,43
Impulsiveness 0,65 0,71 * 0,56 0,49
Pedagogical relationship 0,52 0,48 0,56 * 0,67
Didactics 0,51 0,43 0,49 0,67 *
Sig. (unilateral)
Inattention * 0,00 0,00 0,00 0,00
Hyperactivity 0,00 * 0,00 0,00 0,00
Impulsiveness 0,00 0,00 * 0,00 0,00
Pedagogical relationship 0,00 0,00 0,00 * 0,00
Didactics 0,00 0,00 0,00 0,00 *
After verifying reliability and internal consistency, we proceeded to conrm the factorial structure.
However, before proceeding, the population assumptions were veried through the KMO test and
Bartlett’s sphericity. Table 6 shows that, according to both tests, the factorial analysis can be
applied (KMO 0.81; Bartlett’s sphericity, p 0.00).
Table 6
KMO and Bartlett Test
Kaiser-Meyer-Olkin sampling adequacy measure 0,81
Bartlett’s sphericity test
Approx. Chi-square 714
Gl 10
Gis. 0,00
When examining the communalit and extraction indices (Table 7), it was found that the component
Inattention contributes 78%; the component Hyperactivity contributes 85%; the component
Impulsivity contributes 77%; the component Pedagogical Relationship contributes 82%, and the
component Didactics contributes 85% to the proposed model.
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
77
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Table 7
Community and extraction indices
Communities Initial Extraction
Inattention 1,00 0,78
Hyperactivity 1,00 0,85
Impulsiveness 1,00 0,77
Pedagogical relationship 1,00 0,82
Didactics 1,00 0,85
Source: Authors.
After identifying the commonalities and the extraction, we proceeded to identify the total variance
explained to clarify the model through the proposed structure. It was found that through the two
components initially proposed, it is possible to explain 81.45 of the total variances (see Table 8
and Figure 1). This makes it clear that the initial proposed factorial structure adapts to the applied
population criteria.
Table 8
Total explained variance
Component
Initial eigenvalues
Sums of loads squared
of extraction
Sums of loads
squared of rotation
Total
% variance
% Cumulative
Total
% variance
% Cumulative
Total
% variance
% Cumulative
1,00 3,29 65,97 65,97 3,29 65,97 65,97 2,29 45,97 45,97
2,00 0,77 15,47 81,45 0,77 15,47 81,45 1,77 35,48 81,45
3,00 0,36 7,35 88,81
4,00 0,30 6,11 94,92
<5.00 0,25 5,07 100
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
78
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Figure 1
Sedimentation chart
Source: SPSS.
After verifying the components, the factorial
structure of the model was veried; in the
initial solution, only one component was
identied to explain the variance, composed
of the ve dimensions. However, when the
varimax components were rotated using Kaiser
normalization, it was found that component 1
was formed by the dimensions: Inattention,
Hyperactivity, and Impulsivity, thus forming the
factor Knowledge; in terms of component 2,
it was formed by the dimensions: Pedagogical
and Didactic Relationship, forming the factor
Pedagogical Practices (see Tables 9 and 10).
Table 9
Core Component Matrix, Initial Solution
Component
Matrix
Component
Knowledge Internship
Inattention 0,84 -0,27
Hyperactivity 0,83 -0,41
Impulsiveness 0,85 -0,23
Pedagogical
relationship
0,79 0,45
Didactics 0,75 0,53
Table 10
Matrix of rotated components (Varimax with
Kaiser normalization).
Rotated
component
array
Component
Knowledge Internship
Inattention 0,82 0,32
Hyperactivity 0,90 0,20
Impulsiveness 0,80 0,36
Pedagogical
relationship
0,33 0,85
Didactics 0,25 0,89
Finally, the factor structure was veried by
conrmatory factor analysis (Figure 2). It was
found that the nal scale consisted of 32 items
divided into two factors; the rst was called
Knowledge and consisted of the dimensions:
Inattention (factor load: 0.83; 8 items),
Hyperactivity (factor load: 0.85; 4 items),
and Impulsivity: 0.82; 3 items); the second
factor was called: Pedagogical Practice and
was composed of the dimensions: Pedagogical
Relationship (factor load: 0.86; 8 items) and
Didactics (factor load: 0.79; 9 items).
Figure 2
CPIHI structural equation model
Source: AMOS.
Psychometric Properties of the Teachers’ Knowledge and Practice
Scale for Students with ADHD
79
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
This structure was also veried by the goodness and t indices of the model, and it was found
that, at the level of comparative t, it satises the Comparative Goodness of Fit Index (CFI
0.99), the Tucker-Lewis Index (TLI 0.96), the Normalized Fit Index (NFI 0.98), and, at the level
of parsimonious t it satises the Parsimony-corrected Normalized Fit Index (PNFI 0.39). At the
level of parsimony adjustment, it corresponds to the Parsimony-corrected Normalized Adjustment
Index (PNFI 0.39); and at the level of other indices, it corresponds to the Goodness of Fit Index
(GFI 0.98) and the Root of the Mean Square Residual (RMR 0.29) (see Table 11). This indicates
that the initially proposed factorial structure meets the criteria of the structural model.
Table 11
Structural model goodness and t Indices
Statistical
Model
Default model
Saturated model
Independence
model
Decision
limit
Criterion
Absolute
adjustment
Chi-square 15,00 N/A N/A
Degrees of freedom 4,00 Less than 3
Does not
comply
Probability level 0,00
Signicance
> 0.05
Does not
comply
Comparative t
Comparative
goodness of t
index - CFI
0,99 1,00 0,00 ≥ 0.95 Meets
Tucker-Lewis Index
- TLI
rho2 0,96 0,00 ≥ 0.95 Meets
Normalized Fit Rate
- NFI
Delta1 0,98 1,00 0,00 ≥ 0.95 Meets
Parsimonious
adjustment
Parsimony-corrected
normalised
adjustment index -
NFP
0,39 0,00 0,00 Next to 1
Does not
comply
Other
Goodness of t
index - GFI
0,98 1,00 0,43 ≥ 0.95 Meets
Corrected goodness
of t index - AGFI
0,93 0,14 ≥ 0.95
Does not
comply
Average quadratic
residue root - RMR
0,29 0,00 5,42
Close to
zero
Meets
Approximation Mean
Square Residue
Root - RMSEA
0,10 0,51 < 0.08
Does not
comply
Psychometric Properties of the Teachers’ Knowledge and Practice Scale
for Students with ADHD
80
Revista Criterios - 30 (2) Julio- Diciembre 2023 Rev. Criterios - pp. 67-82
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Sandra Milena Carrillo-Sierra
Gloria Silva-Monsalve
Claudia Carolina Cabrera-Gómez
Carlos Gutiérrez-Suárez
Nayareth Rincón-Rodríguez
Diego Rivera-Porras
4. Discussion and Conclusions
In the Latin American context, the importance
of teachers in identifying the learning diculties
of their students and how this may be related
to disorders such as ADHD is explored in works
such as Balbi et al. (2017), who are responsible
for carrying out the most exhaustive work on
the subject. Thus, the design and construction
of a self-report test to identify the presence
of ADHD in students from the Chilean context
implies work focused on the consolidation of
scales that allow obtaining the most information
on the subject (San Nicolás and Iraurgi, 2016).
On the other hand, Salas-Bravo et al. (2017)
attempted to design an optimal performance
test, focusing on teachers as the population
to be evaluated, based on their knowledge of
students and the years they had developed this
work, to correlate whether their competence
in the subject was related to the cases of
students who presented ADHD as well as those
who did not. Subsequently, Ramos and Pérez-
Salas (2016) tried to design a self-report test
to identify the presence of ADHD in Ecuadorian
students.
In the national context, Salamanca et al. (2016)
were responsible for developing a correlational
study between the coordination disorder
with ADHD of the problem demonstrated in a
particular region, where again teachers become
key actors for the description of information
relevant to the case. Rincón and Rey (2017)
made an adaptation of an instrument
responsible for the assessment of ADHD;
however, its applicability focuses only on the
child population, leaving out the actor who is
the object of interest in this work (Morales-
Hidalgo et al., 2017; DuPaul et al., 2018).
In relation to the current study, the process of
classication and standardization of the scale
has shown that it presents an overall high level
of reliability; therefore, there is no signicant
variation in the interrelationship of the items;
the removal of any reagent would disfavor
the test structure. In the same way, the test
presents a high internal consistency, which
veries the adequate relationship between the
items. 81.45% of the total variance is explained
by the two components initially proposed, so
the proposed factorial structure adapts to the
population criteria applied. Thus, Component 1
was composed of the dimensions: Inattention,
Hyperactivity, and Impulsivity, which make
up the Knowledge factor; and Component 2
was made up of the dimensions: Pedagogical
and Didactic Relationship, which constitute
the Pedagogical Practices factor. Likewise, the
verication of the factorial structure shows that
the initially proposed factorial structure meets
the criteria of the structural model.
Therefore, it is valid to arm that the scale of
knowledge and pedagogical practice of teachers
compared to schoolchildren with inattention,
hyperactivity, and impulsiveness - CPIHI, has
the pertinent psychometric properties for use
in Colombian school contexts.
Interest conict
The authors of this article declare that they
have no conict of interest regarding the work
presented.
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Contribution
All authors participated in the preparation, reading, and approval of the manuscript.