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Journal of Pediatric Psychology Advance Access published online on December 12, 2008
Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsn133
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© The Author 2008. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Psychometric Properties of the Chinese Version of the Swanson, Nolan, and Pelham, Version IV Scale-Teacher Form

Susan Shur-Fen Gau, MD, PhD1,2, Chien-Ho Lin, MD3, Fu-Chang Hu, PhD4, Chi-Yung Shang, MD1,2, James M. Swanson, PhD5, Yu-Chih Liu, MD6 and Shih-Kai Liu, MD7

1Department of Psychiatry, National Taiwan University Hospital, 2Department of Psychiatry, College of Medicine, National Taiwan University, 3Department of Psychiatry, Chimei Medical Center, 4National Center of Excellence for General Clinical Trial and Research, National Taiwan University Hospital and College of Public Health, National Taiwan University, 5University of California at Irvine, Child Development Center, 6Department of Psychiatry, Buddhist Dalin Tzu Chi General Hospital, and 7Department of Child and Adolescent Psychiatry, Department of Health, Taoyuan Mental Hospital

All correspondence concerning this article should be addressed to Susan Shur-Fen Gau, Department of Psychiatry, National Taiwan University Hospital No. 7, Chung-Shan South Road, Taipei, Taiwan 10002. E-mail: gaushufe{at}ntu.edu.tw


  Abstract

Objectives To examine the psychometric properties of the Chinese version of Swanson, Nolan and Pelham IV Scale (SNAP-IV)-Teacher Form. Methods The sample included a representative sample of 3,653 first to eighth graders (boys, 52.3%) and 190 children diagnosed with ADHD (aged 6–15). Teachers completed the Chinese versions of the SNAP-IV, and Strengths and Difficulties Questionnaire. Results The confirmatory factor analysis revealed a four-factor structure (inattention, hyperactivity, impulsivity, and opposition) with an adequate fit (Comparative Fit Index = 0.990; root mean square error of approximation = 0.058). The test–retest reliability (intraclass correlations = 0.60–0.84), internal consistency ({alpha} = .88–.95), and concurrent validity (Pearson correlations = 0.61–0.84) were satisfactory. Children with both ADHD and oppositional defiant/conduct disorders had the highest scores, followed by children with ADHD only who had intermediate scores and then school-based participants who had the lowest scores. Conclusions Our findings suggest that the Chinese SNAP-IV-Teacher Form is a reliable and valid instrument for rating ADHD and oppositional symptoms (ClinicalTrials.gov number, NCT00491361 [ClinicalTrials.gov] ).

Key words: Chinese version; reliability; SNAP-IV; teacher; validity.

Received December 25, 2007; revision received November 20, 2008; accepted November 22, 2008


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