We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven official languages, English, Afrikaans, and isiXhosa. In-service teachers (n = 109) from 112 schools in the Western Cape Province completed the ADHD-BRS for 1 771 Grade One children (female = 50%; median age = 7.39 years). Rasch analysis and Confirmatory factor analysis (CFA) results indicated evidence for the validity of the ADHD-BRS scores. There was evidence that the language of learning and teaching (LoLT) groups differed enough to require separate analysis. Regardless of language or sex, higher scores on inattention predicted lower reading and numeracy scores across groups.

我们在11种官方语言（英语，南非荷兰语和isiXhosa）中的三种中，从南非幼儿教室的注意力缺陷多动障碍行为评分量表（ADHD-BRS）中测试了分数的结构效度。西开普省112所学校的在职教师（n = 109）为1 771名1年级儿童完成了ADHD-BRS（女= 50％；中位年龄= 7.39岁）。Rasch分析和确认性因子分析（CFA）结果为ADHD-BRS评分的有效性提供了证据。有证据表明，学与教（LoLT）组的语言差异很大，需要单独进行分析。不论语言或性别，注意力不集中的较高分数预测各组的阅读和计算分数较低。