The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI): Reliability and validity

The University of Manchester, Manchester, England, United Kingdom
The British Journal of Psychiatry (Impact Factor: 7.34). 02/2004; 184:74-8. DOI: 10.1192/bjp.184.1.74
Source: PubMed

ABSTRACT The ICD-10 and DSM-IV diagnostic criteria for hyperkinetic disorder and attention-deficit hyperactivity disorder (ADHD) require symptoms or impairment in two or more settings. Thus, information on children's symptoms in school is usually required. This paper presents the Child ADHD Teacher Telephone Interview (CHATTI), an instrument aimed at systematically obtaining this information.
To examine the stability, test-retest reliability and criterion validity of the CHATTI for children referred with a suspected diagnosis of ADHD.
Data were obtained from 79 teachers, of whom 36 were interviewed on two occasions.
Overall, the CHATTI shows good stability, test-retest reliability and criterion validity for symptom scores. Test-retest reliability for some individual items was low. Reliability for the operationalised criteria of 'pervasiveness' (i.e. symptoms at school and home) and 'school impairment' was excellent (kappa=1).
The CHATTI appears to be a promising tool for assessing ADHD symptoms in a school setting and could be useful in clinical as well as research settings.

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    • "Exclusion criteria included an intelligence quotient (IQ) < 70, epilepsy, fragile X syndrome, fetal alcohol syndrome, maternal drug abuse during pregnancy, primary diagnosis of pervasive developmental disorder, Tourette's syndrome, psychosis, or bipolar disorder, and current treatment with other nonstimulant psychotropic medications. Clinical assessment of DSM IV ADHD diagnoses were confirmed by a child psychiatrist (E.B.) using the parent version of the Child and Adolescent Psychiatric Assessment (CAPA) (Angold et al. 1995) and The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI) (Holmes et al. 2004). Sixty-three (82%) children were diagnosed with combined type ADHD, 7 (9%) were diagnosed with the hyperactive-impulsive subtype, and 7 (9%) were diagnosed with the inattentive subtype. "
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    • "It was administered to one parent (usually mother) via telephone by trained assessors at the three follow-up assessment points (T4, T5, and T6). Structured diagnostic interviews administered to parents over the telephone have been shown to be valid (Holmes et al., 2004; Todd, Joyner, Heath, Neuman, & Reich, 2003). The DICA-R generates standardized diagnoses as reflected by the DSM-III-R. "
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