{'fraction_non_alphanumeric': 0.0202808112324493, 'fraction_numerical': 0.0070202808112324495, 'mean_word_length': 5.28921568627451, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
[Analysis of a scale for the assessment of attention deficit disorder with hyperactivity in Chilean children].

BACKGROUND
Epidemiologic studies may be used as a starting point to improve interventions and improve diagnosis, with instruments that are both reliable and adequate.


AIM
To analyze the psychometric properties of the Attention Deficit Disorder Evaluation Scale (ADDES) in Chilean primary and high school students.


MATERIAL AND METHODS
The ADDES was applied by 142 teachers to 254 students. Attention Defcit Disorder was already diagnosed in 144 students. Explanatory and confirmatory factorial analyses were carried out.


RESULTS
Confirmatory Factorial Analysis (CFA) proved that the model suggested by the authors could not be replicated in the Chilean sample. Exploratory Factorial Analysis (EFA) showed that three new factors came out of the analysis. CFA was applied to the new model and modification indexes suggested the introduction of new saturations. Based on the model with the best goodness-of-fit, psychometric characteristics were evaluated.


CONCLUSIONS
The ADDES adapted to the Chilean context has a high reliability and a strong discrimination ability, allowing the evaluation of behavior disorders, hyperactivity/impulsivity and attention deficit.