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Related Experiment Video

Updated: Sep 19, 2025

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Adaptive Functioning in School: A Multidimensional Questionnaire for Assessing Functional Challenges Beyond Symptoms

Que Zheng1, Bryan Kwok Hin Hui2, Jiaxi Li1

  • 1Department of Psychology, The University of Hong Kong, Hong Kong, China.

Child Psychiatry and Human Development
|June 17, 2025
PubMed
Summary

A new questionnaire, the Adaptive Functioning in School Questionnaire (AFSQ), helps identify school-based challenges for students with ADHD. It assesses social, organizational, and emotional skills, guiding targeted support beyond symptom management.

Keywords:
ADHDAdaptive functioningPsychometric validationQuestionnaire developmentSchool settings

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Area of Science:

  • Child and Adolescent Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Adaptive functioning in school is crucial for students with ADHD, yet remains understudied.
  • Existing assessment tools often lack a multidimensional, school-contextualized approach.
  • There is a need for a comprehensive measure to identify specific adaptive challenges in the school setting.

Purpose of the Study:

  • To introduce and validate the Adaptive Functioning in School Questionnaire (AFSQ), a teacher-reported measure.
  • To assess adaptive functioning across five key domains relevant to the school environment.
  • To differentiate adaptive functioning challenges in students with ADHD compared to neurotypical peers.

Main Methods:

  • Development and validation of the AFSQ using teacher reports from 564 students with ADHD and 93 community peers.
  • Factor analyses to confirm the AFSQ's five-factor structure.
  • Convergent validity assessed through correlations with executive function and social skills measures.

Main Results:

  • The AFSQ demonstrated a robust five-factor structure and strong reliability (α =.83-.96).
  • Students with ADHD showed significantly greater adaptive challenges across all five domains (d =.82-1.34).
  • Inattention broadly impacted adaptive functioning, while comorbid Oppositional Defiant Disorder (ODD) specifically worsened social-behavioral and emotional challenges.

Conclusions:

  • The AFSQ is a reliable and valid tool for educators and clinicians to assess school-specific adaptive functioning in students.
  • It aids in identifying individualized support needs for students with ADHD.
  • Findings highlight the need for tailored interventions addressing comorbid conditions like ODD in ADHD.