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A Systematic Review of ADHD Knowledge Measures and Their Psychometric Support
Megan E Golson1, Maryellen Brunson McClain2, Jennifer Ha2
1Department of Psychology, Utah State University, USA.
Many attention-deficit/hyperactivity disorder (ADHD) knowledge measures lack sufficient psychometric evidence and diverse validation, impacting research and clinical practice.
Area of Science:
- Psychiatry
- Psychology
- Educational Research
Background:
- Knowledge of attention-deficit/hyperactivity disorder (ADHD) is linked to reduced stigma, earlier diagnosis, and better intervention access.
- Numerous ADHD knowledge measures exist, but their psychometric quality is inconsistent, and a comprehensive review is absent.
Conclusions:
- The scarcity of psychometric evidence for ADHD knowledge measures raises concerns about the reliability of existing literature.
- Findings question the validity of ADHD knowledge research, especially concerning minoritized populations.
- Researchers and clinicians must carefully consider the psychometric quality and validation scope when selecting ADHD knowledge measures.
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