Psychometric validation of the Arabic CHAOS scale for ADHD symptom screening in school-aged children

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that significantly affects children’s educational performance and psychological well-being. In Kuwait, the increasing prevalence of ADHD among students in public elementary and middle schools underscores the need for culturally validated screening tools. This study aimed to validate the CHAOS Scale as a screening instrument for ADHD among students in Kuwaiti public schools and to assess its reliability and factor structure.

A cross-sectional study was conducted using a cluster sampling approach, involving 565 guardians of students enrolled in public elementary and middle schools across Kuwait. Participants completed the CHAOS Scale on behalf of their children. Principal Component Analysis (PCA) was employed to evaluate the factor structure of the instrument, while reliability analyses assessed internal consistency, test–retest reliability, and interrater reliability.

The PCA confirmed the validity of the CHAOS Scale’s factor structure, identifying four distinct components consistent with the theoretical construct. The scale demonstrated high internal consistency across all subscales (Cronbach’s \(\alpha > 0.80\) ), along with moderate to highPrincipal Component Analysis revealed a four-factor structure explaining 52.3% of the total variance. Confirmatory Factor Analysis supported this structure with acceptable model fit (RMSEA =.055, CFI =.914). The scale demonstrated good internal consistency, with Cronbach’s alpha values ranging from.71 to.77 across the subscales. The Arabic CHAOS scale demonstrated acceptable psychometric properties supporting its preliminary validity and reliability for screening ADHD and related behavioral symptoms in the Kuwaiti context.

The CHAOS Scale demonstrated acceptable psychometric properties supporting its preliminary validity and reliability screening tool for ADHD among school-aged children in Kuwait. Its strong psychometric properties support its use for early identification and timely intervention, thereby enhancing students’ educational and psychological outcomes. The findings provide a foundation for applying the CHAOS Scale in similar cultural and educational contexts globally.