Turkish Adaptation of the School Participation Questionnaire (T-SPQ) and Investigation of Validity, Reliability and Clinical Compatibility in Children With Attention-Deficit/Hyperactivity Disorder.
Barkin Kose, Cansu Emine Güler, Güleser Güney Yılmaz and 3 others
The teacher-rated School Participation Questionnaire, now available in Turkish, reliably separates children with ADHD from their peers on school participation.
The Doing subscale — what the child actually does at school — was the strongest single indicator, with a cutoff of 38.5.
Key findings
1Children with ADHD scored significantly lower than typically developing peers on all four subscales (p < 0.001), with rank-biserial effect sizes from 0.41 to 0.62, confirming the questionnaire can distinguish the two groups.
2The Doing subscale had the best ability to separate the groups (AUC = 0.808), with a cutoff of 38.5 giving 88.8% sensitivity and 63% specificity; the other three subscales performed comparably to each other (AUC 0.705–0.750).
3Internal consistency was good (Cronbach's α 0.82–0.91; McDonald's ω 0.83–0.92) and test–retest stability over two weeks was strong (ICC 0.84–0.92), with no systematic drift between the two administrations.
Still to come
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The ADHD sample was restricted to children with no other neurodevelopmental or psychiatric diagnoses, so the instrument's performance in the mixed-diagnosis caseload most OTs see daily is untested. 235 of the 250 children in the study group were on pharmacological treatment, so the scores reflect a medicated population; how the questionnaire performs in unmedicated children is unknown. No factor-analytic validation was performed; the authors note this is consistent with the original clinimetric design but limits comparison with traditional psychometric frameworks. The questionnaire is teacher-rated only; parent and child self-report perspectives on participation are not captured. Single-site study in Turkey; generalisability to other educational systems and languages is assumed but not tested here.
The easy way to misread this
Do not read the significant group differences as a new clinical finding about ADHD — the purpose was to validate a questionnaire, not to measure a treatment effect. The sample was restricted to children without any comorbidities, and 235 of the 250 were on medication, so the instrument's performance in a typical mixed-diagnosis, partly unmedicated caseload is untested.
Summarised by AI from the full paper, without a clinician reviewing it. Check it against the source before it changes what you do. Read it on PubMed →