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Turkish Adaptation of the School Participation Questionnaire (T‐SPQ) and Investigation of Validity, Reliability and Clinical Compatibility in Children With Attention‐Deficit/Hyperactivity Disorder.

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Title: Turkish Adaptation of the School Participation Questionnaire (T‐SPQ) and Investigation of Validity, Reliability and Clinical Compatibility in Children With Attention‐Deficit/Hyperactivity Disorder.
Authors: Kose, Barkin (AUTHOR), Güler, Cansu Emine (AUTHOR), Güney Yılmaz, Güleser (AUTHOR), Tanrıverdi, Müberra (AUTHOR), Yıldızdal, Süleyman (AUTHOR), Maciver, Donald (AUTHOR)
Source: Child: Care, Health & Development. Jul2026, Vol. 52 Issue 4, p1-11. 11p.
Subjects: Attention-deficit hyperactivity disorder, Academic medical centers, Receiver operating characteristic curves, Cronbach's alpha, Questionnaires, Research methodology evaluation, Research evaluation, Mann Whitney U Test, Descriptive statistics, Psychometrics, Research methodology, Statistical reliability, Intraclass correlation, Comparative studies, Data analysis software, Social participation, School health services, Evaluation
Geographic Terms: Türkiye
Abstract: Introduction: Children with attention‐deficit/hyperactivity disorder (ADHD) often experience difficulties in academic performance, completing classroom tasks, engaging in social and emotional interactions, which can lead to limited participation. These challenges are most evident in everyday environments such as home and school, where children spend much of their time. Given the critical role of the school environment, evaluating participation in this context is essential. The School Participation Questionnaire (SPQ) assesses school participation, and this study aims to adapt the SPQ for Turkish children and investigate its validity and reliability in children with ADHD. Participants and Methods: The study included 250 children diagnosed with ADHD (study group) receiving treatment in the occupational therapy department and 100 undiagnosed children (control group). Participants were aged 7–12 years. The SPQ was administered to both groups to assess school participation. Assessments were completed by 12 classroom teachers, each with a minimum of 5 years of professional experience. To evaluate test–retest reliability, 100 children from the ADHD group completed the SPQ again 2 weeks after the first assessment. Results: The control group demonstrated significantly higher school participation scores across all SPQ subscales compared with the ADHD group (p < 0.001). Internal consistency of the Turkish SPQ was high, with Cronbach's α values ranging from 0.82 to 0.91 and McDonald's ω values ranging from 0.83 to 0.92 across subscales. Test–retest reliability was strong, with ICC ranging from 0.84 to 0.92. Receiver operating characteristic (ROC) analysis indicated acceptable to good discriminative ability across subscales (AUC = 0.705–0.808). Conclusion: The Turkish version of the School Participation Questionnaire is a valid and reliable tool for assessing school participation in children with ADHD, offering valuable insights for interventions aimed at improving their school engagement. Summary: Children with ADHD often experience difficulties in sustaining attention, completing classroom tasks, adapting to group activities and regulating behaviour during unstructured situations.Assessing school participation is crucial to understanding the unique strengths and challenges of children with ADHD, as their difficulties are most apparent in daily environments like school and homeSchool participation encompasses not only academic engagement but also social interactions and involvement, which are essential for healthy development.The School Participation Questionnaire (SPQ) is designed to explore not only levels of participation but also the underlying reasons for limited involvementA valid and reliable Turkish SPQ will support clinicians and researchers in identifying participation barriers and developing tailored interventions for Turkish‐speaking populations. [ABSTRACT FROM AUTHOR]
Copyright of Child: Care, Health & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Introduction: Children with attention‐deficit/hyperactivity disorder (ADHD) often experience difficulties in academic performance, completing classroom tasks, engaging in social and emotional interactions, which can lead to limited participation. These challenges are most evident in everyday environments such as home and school, where children spend much of their time. Given the critical role of the school environment, evaluating participation in this context is essential. The School Participation Questionnaire (SPQ) assesses school participation, and this study aims to adapt the SPQ for Turkish children and investigate its validity and reliability in children with ADHD. Participants and Methods: The study included 250 children diagnosed with ADHD (study group) receiving treatment in the occupational therapy department and 100 undiagnosed children (control group). Participants were aged 7–12 years. The SPQ was administered to both groups to assess school participation. Assessments were completed by 12 classroom teachers, each with a minimum of 5 years of professional experience. To evaluate test–retest reliability, 100 children from the ADHD group completed the SPQ again 2 weeks after the first assessment. Results: The control group demonstrated significantly higher school participation scores across all SPQ subscales compared with the ADHD group (p &lt; 0.001). Internal consistency of the Turkish SPQ was high, with Cronbach&#39;s α values ranging from 0.82 to 0.91 and McDonald&#39;s ω values ranging from 0.83 to 0.92 across subscales. Test–retest reliability was strong, with ICC ranging from 0.84 to 0.92. Receiver operating characteristic (ROC) analysis indicated acceptable to good discriminative ability across subscales (AUC = 0.705–0.808). Conclusion: The Turkish version of the School Participation Questionnaire is a valid and reliable tool for assessing school participation in children with ADHD, offering valuable insights for interventions aimed at improving their school engagement. Summary: Children with ADHD often experience difficulties in sustaining attention, completing classroom tasks, adapting to group activities and regulating behaviour during unstructured situations.Assessing school participation is crucial to understanding the unique strengths and challenges of children with ADHD, as their difficulties are most apparent in daily environments like school and homeSchool participation encompasses not only academic engagement but also social interactions and involvement, which are essential for healthy development.The School Participation Questionnaire (SPQ) is designed to explore not only levels of participation but also the underlying reasons for limited involvementA valid and reliable Turkish SPQ will support clinicians and researchers in identifying participation barriers and developing tailored interventions for Turkish‐speaking populations. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Child: Care, Health &amp; Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/cch.70311
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
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    Subjects:
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Academic medical centers
        Type: general
      – SubjectFull: Receiver operating characteristic curves
        Type: general
      – SubjectFull: Cronbach's alpha
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Research methodology evaluation
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      – SubjectFull: Research evaluation
        Type: general
      – SubjectFull: Mann Whitney U Test
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Psychometrics
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      – SubjectFull: Research methodology
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      – SubjectFull: Statistical reliability
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      – SubjectFull: Intraclass correlation
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      – SubjectFull: Comparative studies
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      – SubjectFull: Data analysis software
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      – SubjectFull: Evaluation
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      – SubjectFull: Türkiye
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    Titles:
      – TitleFull: Turkish Adaptation of the School Participation Questionnaire (T‐SPQ) and Investigation of Validity, Reliability and Clinical Compatibility in Children With Attention‐Deficit/Hyperactivity Disorder.
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              Text: Jul2026
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