Development of the Difficulties in Communicating with Parents among Teachers of Students with Attention-deficit/Hyperactivity Disorder Scale
Abstract
Objectives: Teachers often encounter challenges when working with students with attention-deficit/hyperactivity disorder (ADHD) and communicating with these students’ parents. Here,. we intended to develop the Difficulties in Communicating with Parents among Teachers of Students with Attention-deficit/Hyperactivity Disorder (DCP-T-SADHD) Scale, and to validate its psychometric properties. Methods: We developed the DCP-T-SADHD on the data from focus group interviews, through doing an exploratory factor analysis to examine the factor structure of the DCP-T-SADHD in 230 teachers of children with ADHD. Internal consistency was assessed using McDonald’s ω. Intercorrelations and one-month test–retest reliability among the total and extracted factor scores were evaluated using Pearson correlations. Concurrent validity was determined by examining the correlations of DCP-T-SADHD scores with teachers’ knowledge of ADHD and perceived support in teaching students with ADHD. Results: Four factors of the DCP-T-SADHD, included Behaviors and Emotion, Medical and Tutoring Resources, Learning and Interpersonal Relationships, and Communication Skills with high internal consistency (McDonald’s ω ranging from 0.821 to 0.902). The one-month test–retest reliability was significantly related to the four DCP-T-SADHD factors (r = 0.309 to 0.549; p < 0.001). Higher perceived support in teaching students with ADHD was associated with lower DCP-T-SADHD scores (r = −0.229 to −0.147); additionally, greater self-reported knowledge of ADHD was correlated with lower scores on Factor Behaviors and Emotion (r = −0.135). Conclusion: Our findings provide support for the psychometric properties of the DCP-T-SADHD. Thus, this scale can be used to evaluate teachers’ difficulties in communicating with parents about the issues faced by their children with ADHD.
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BibTeX
@article{pohanchen2026development,
title = {{Development of the Difficulties in Communicating with Parents among Teachers of Students with Attention-deficit/Hyperactivity Disorder Scale}},
author = {Po-Han Chen, M.D. and Wen-Jiun Chou, M.D., Ph.D. and Li-Ming Chen, Ph.D. and Cheng-Fang Yen, M.D., Ph.D. and Chung-Ying Lin, Ph.D.},
journal = {Taiwanese Journal of Psychiatry},
year = {2026},
month = jul,
doi = {10.4103/tpsy.tpsy_25_26},
url = {https://doi.org/10.4103/tpsy.tpsy_25_26},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Development of the Difficulties in Communicating with Parents among Teachers of Students with Attention-deficit/Hyperactivity Disorder Scale
AU - Po-Han Chen, M.D.
AU - Wen-Jiun Chou, M.D., Ph.D.
AU - Li-Ming Chen, Ph.D.
AU - Cheng-Fang Yen, M.D., Ph.D.
AU - Chung-Ying Lin, Ph.D.
PY - 2026
DA - 2026/07/01
JO - Taiwanese Journal of Psychiatry
DO - 10.4103/tpsy.tpsy_25_26
UR - https://doi.org/10.4103/tpsy.tpsy_25_26
AB - Objectives: Teachers often encounter challenges when working with students with attention-deficit/hyperactivity disorder (ADHD) and communicating with these students’ parents. Here,. we intended to develop the Difficulties in Communicating with Parents among Teachers of Students with Attention-deficit/Hyperactivity Disorder (DCP-T-SADHD) Scale, and to validate its psychometric properties. Methods: We developed the DCP-T-SADHD on the data from focus group interviews, through doing an exploratory factor analysis to examine the factor structure of the DCP-T-SADHD in 230 teachers of children with ADHD. Internal consistency was assessed using McDonald’s ω. Intercorrelations and one-month test–retest reliability among the total and extracted factor scores were evaluated using Pearson correlations. Concurrent validity was determined by examining the correlations of DCP-T-SADHD scores with teachers’ knowledge of ADHD and perceived support in teaching students with ADHD. Results: Four factors of the DCP-T-SADHD, included Behaviors and Emotion, Medical and Tutoring Resources, Learning and Interpersonal Relationships, and Communication Skills with high internal consistency (McDonald’s ω ranging from 0.821 to 0.902). The one-month test–retest reliability was significantly related to the four DCP-T-SADHD factors (r = 0.309 to 0.549; p < 0.001). Higher perceived support in teaching students with ADHD was associated with lower DCP-T-SADHD scores (r = −0.229 to −0.147); additionally, greater self-reported knowledge of ADHD was correlated with lower scores on Factor Behaviors and Emotion (r = −0.135). Conclusion: Our findings provide support for the psychometric properties of the DCP-T-SADHD. Thus, this scale can be used to evaluate teachers’ difficulties in communicating with parents about the issues faced by their children with ADHD.
SN - 1028-3684
SN - 2666-2078
ER -