Inattentive Behaviors Research Articles

Identifying Inattentive and Aggressive Driving Behavior in Human Drivers Through Deep Learning: Recent Developments, Necessities and Ongoing Challenges

Identifying Inattentive and Aggressive Driving Behavior in Human Drivers Through Deep Learning: Recent Developments, Necessities and Ongoing Challenges

Pedestrian behavior among Chinese seniors: Insights from factor analysis and structural equation modeling

Pedestrians contribute significantly to the total number of road fatalities and injuries, with their behavior playing a pivotal role in traffic mishaps. Despite this, a limited body of research has delved into the walking behaviors of Chinese seniors. Given this gap, our study rigorously examines the patterns of seniors’ walking behaviors and their influencing factors. We employed exploratory factor analysis to decipher the intrinsic component structures of seniors' walking patterns in China. Subsequently, structural equation modeling was utilized to analyze the impact of demographic attributes and personality characteristics on these behaviors. The findings revealed a four-dimensional structure for senior walking behaviors: transgression, inattention, aggression, and positive behaviors. Introducing personality traits as variables notably enhanced the explanatory power of our model. Specifically, anger, altruism, and normlessness significantly influenced certain dimensions of walking behaviors, while sensation-seeking did not exhibit any notable effect. This study not only highlights the complexity and diversity of elderly walking behaviors but also underscores the importance of tailored interventions to improve walking safety and quality of life for seniors.

Behavior Problem and Mental Health of Children Affected by Floods-2022 in Pakistan

Objectives The present study aimed to examine the association between socio-demographic characteristics, damage to perceived needs, post-traumatic stress symptoms, general effect of flood and behavior problems among flood-affected children. Method Cross-sectional research design was used. A sample of 76 children (aged 8–16 years, experienced extreme hazard flood event) was collected from two schools in a flood-affected rural community in South Punjab-Pakistan through purposive sampling. Children revised impact of event scale-13 and a pediatric symptom checklist were used to screen for post-traumatic stress disorder (PTSD) and internalizing, externalizing or inattention behavior problems respectively. Results Primary school children who reported financial loss in terms of damage to houses, difficulty faced by parents in building new houses and living in tents were more affected by the flood. Age was a significant positive predictor of the general effect of flood on children. Female children positively predicted arousal PTSD and pediatric behavior problems including inattention problems. Moreover, children who lost their pets had more post-traumatic stress symptoms, as well as externalizing and inattention behavior problems. Number of times previously exposed to floods positively predicted arousal PTSD. Post-traumatic stress symptoms positively predicted behavior problems. Conclusion Primary school children affected by a flood are at greatest risk of developing behavior and mental health problems.

Perilaku Peserta Didik Attention Deficit and Hyperactivity Disorder (ADHD) dalam Pembelajaran

Learning is an interaction process involving students, educators, and learning resources within a learning environment. However, today's elementary school students exhibit diverse behaviors, such as restlessness, difficulty in following instructions, and lack of focus, which can indicate emotional and behavioral disorders like Attention Deficit Hyperactivity Disorder (ADHD). Understanding ADHD symptoms and contributing factors is crucial for educators to minimize associated problems and provide appropriate interventions. This paper aims to describe the behaviors of students with ADHD in learning contexts. Utilizing a literature study method, data were sourced from relevant books and journals. The findings reveal that students with ADHD display inattentive behavior (difficulty paying attention), hyperactive behavior (inability to stay still), and impulsive behavior (acting without thinking). These behaviors significantly impact the learning process, underscoring the need for tailored educational strategies to support ADHD students.

Therapeutic effects of nanosilibinin in valproic acid-zebrafish model of autism spectrum disorder: Focusing on Wnt signaling pathway and autism spectrum disorder-related cytokines.

In this study, we delved into the intricate world of autism spectrum disorder (ASD) and its connection to the disturbance in the Wnt signaling pathway and immunological abnormalities. Our aim was to evaluate the impact of silibinin, a remarkable modulator of both the Wnt signaling pathway and the immune system, on the neurobehavioral and molecular patterns observed in a zebrafish model of ASD induced by valproic acid (VPA). Because silibinin is a hydrophobic molecule and highly insoluble in water, it was used in the form of silibinin nanoparticles (nanosilibinin, NS). After assessing survival, hatching rate, and morphology of zebrafish larvae exposed to different concentrations of NS, the appropriate concentrations were chosen. Then, zebrafish embryos were exposed to VPA (1 μM) and NS (100 and 200 μM) at the same time for 120 h. Next, anxiety and inattentive behaviors and the expression of CHD8, CTNNB, GSK3beta, LRP6, TNFalpha, IL1beta, and BDNF genes were assessed 7days post fertilization. The results indicated that higher concentrations of NS had adverse effects on survival, hatching, and morphological development. The concentrations of 100 and 200 μM of NS could ameliorate the anxiety-like behavior and learning deficit and decrease ASD-related cytokines (IL1beta and TNFalpha) in VPA-treated larvae. In addition, only 100 μM of NS prevented raising the gene expression of Wnt signaling-related factors (CHD8, CTNNB, GSK3beta, and LRP6). In conclusion, NS treatment for the first 120 h showed therapeutic effect on an autism-like phenotype probably via reducing the expression of pro-inflammatory cytokines genes and changing the expression of Wnt signaling components genes.

Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting.

Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non-Hispanic White) in 2021. Machine learning analyses indicated that children's typical forward acceleration was strongly correlated with lower teacher-reported inhibitory control and attention (r = -.69). Using forward movement intensity as a proxy for impulsivity, we partitioned the intensive time series and found that (1) children modulated their behavior across periods of the school day, (2) children's impulsivity increased across the school week, and (3) children with greater impulsivity showed greater variability in behavior across days.

The short- and longer-term effects of brief behavioral parent training versus care as usual in children with behavioral difficulties: study protocol for a randomized controlled trial

BackgroundThe access to and uptake of evidence-based behavioral parent training for children with behavioral difficulties (i.e., oppositional, defiant, aggressive, hyperactive, impulsive, and inattentive behavior) are currently limited because of a scarcity of certified therapists and long waiting lists. These problems are in part due to the long and sometimes perceived as rigid nature of most evidence-based programs and result in few families starting behavioral parent training and high dropout rates. Brief and individually tailored parenting interventions may reduce these problems and make behavioral parent training more accessible. This protocol paper describes a two-arm, multi-center, randomized controlled trial on the short- and longer-term effectiveness and cost-effectiveness of a brief, individually tailored behavioral parent training program for children with behavioral difficulties.MethodsParents of children aged 2–12 years referred to a child mental healthcare center are randomized to (i) three sessions of behavioral parent training with optional booster sessions or (ii) care as usual. To evaluate effectiveness, our primary outcome is the mean severity of five daily ratings by parents of four selected behavioral difficulties. Secondary outcomes include measures of parent and child behavior, well-being, and parent–child interaction. We explore whether child and parent characteristics moderate intervention effects. To evaluate cost-effectiveness, the use and costs of mental healthcare and utilities are measured. Finally, parents’ and therapists’ satisfaction with the brief program are explored. Measurements take place at baseline (T0), one week after the brief parent training, or eight weeks after baseline (in case of care as usual) (T1), and six months (T2) and twelve months (T3) after T1. DiscussionThe results of this trial could have meaningful societal implications for children with behavioral difficulties and their parents. If we find the brief behavioral parent training to be more (cost-)effective than care as usual, it could be used in clinical practice to make parent training more accessible.Trial registrationThe trial is prospectively registered at ClinicalTrials.gov (NCT05591820) on October 24th, 2022 and updated throughout the trial.

Implementation of a Multi-Site Digitally-Enhanced School Clinician Training and ADHD/ODD Intervention Program in Mexico: Randomized Controlled Trial of CLS-R-FUERTE

Childhood conditions of inattention and disruptive behavior, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), are prevalent but undertreated worldwide. One promising solution is harnessing digital technology to enhance school clinician training and ADHD/ODD intervention programs. We conducted a school-clustered randomized controlled trial of CLS-R-FUERTE: a program featuring training/consultation for school clinicians to deliver a six-week intervention comprised of weekly parent and student skills groups, as well as support teachers’ classroom management in the form of a Daily Report Card, all facilitated by electronic program manuals/materials and videoconferencing. A total of N = 163 (n = 6–8 students/school [ages 6–12] and their parents, teachers, and school clinicians) participated across eight public schools in Sinaloa, Mexico. We randomly assigned four schools to receive CLS-R-FUERTE immediately and four schools to receive school services as usual. We compared groups post-treatment on parent- and teacher-rated ADHD/ODD and impairment. We observed the program implementation in vivo, tracking trainer and school clinician program fidelity, as well as participant attendance and adherence, to evaluate feasibility. We also collected participant ratings of satisfaction and usability on the System Usability Scale to evaluate acceptability. Our CLS-R-FUERTE trial demonstrated high rates of program feasibility and acceptability comparable to prior in-person program trial findings. Students receiving CLS-R-FUERTE showed greater improvement in parent- and teacher-rated ADHD, as well as parent-rated ODD and impairment, compared to students receiving school services as usual. Results support the utility of global digital mental health programs training school clinicians to implement ADHD/ODD interventions, which have the potential to increase evidence-based treatment access and uptake across worldwide contexts.

Self-Regulation of Attention in Children in a Virtual Classroom Environment: A Feasibility Study.

Attention is a crucial cognitive function that enables us to selectively focus on relevant information from the surrounding world to achieve our goals. Impairments in sustained attention pose challenges, particularly in children with attention deficit hyperactivity disorder, a neurodevelopmental disorder characterized by impulsive and inattentive behavior. While psychostimulant medications are the most effective ADHD treatment, they often yield unwanted side effects, making it crucial to explore non-pharmacological treatments. We propose a groundbreaking protocol that combines electroencephalography-based neurofeedback with virtual reality (VR) as an innovative approach to address attention deficits. By integrating a virtual classroom environment, we aim to enhance the transferability of attentional control skills while simultaneously increasing motivation and interest among children. The present study demonstrates the feasibility of this approach through an initial assessment involving a small group of healthy children, showcasing its potential for future evaluation in ADHD children. Preliminary results indicate high engagement and positive feedback. Pre- and post-protocol assessments via EEG and fMRI recordings suggest changes in attentional function. Further validation is required, but this protocol is a significant advancement in neurofeedback therapy for ADHD. The integration of EEG-NFB and VR presents a novel avenue for enhancing attentional control and addressing behavioral challenges in children with ADHD.

Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico.

Neurodevelopmental disorders of inattention and disruptive behavior, such as attention-deficit/hyperactivity disorder and oppositional defiant disorder, are among the most common youth mental health conditions across cultures. There is a need to develop more accessible school-based intervention and training programs, as well as create a system with clinical research capacity for scalable school clinician training and evaluation, to support students with attention and behavior concerns worldwide. We adapted the collaborative life skills program for Mexico (i.e., CLS-FUERTE) for remote delivery (i.e., CLS-R-FUERTE) and conducted a three-school open trial with N = 67 participants (n = 7-8 students per school [ages 6-12] and their parents, teachers, and school clinicians). We examined fidelity to program content, attendance and adherence records, in vivo observations of program delivery, and postmeeting feedback informing iterative program changes between each school cohort. We also examined improvements in youth attention and behavior rated by parents and teachers to evaluate the remote program effectiveness. CLS-R-FUERTE feasibility, acceptability, and usability findings were promising. Iterative program changes between each school cohort were minor and included adapted curriculum order, enhanced engagement strategies, and technology adjustments. Many students demonstrated reliable change, and the pre-post program improvements were comparable to outcomes from the in-person CLS-FUERTE trial, indicating preliminary effectiveness. Our pilot CLS-R-FUERTE effort supports the process of iteratively adapting, implementing, and evaluating remote school-based intervention and training programs to enhance potential flexibility, accessibility, and scalability. Challenges emerging from technological problems and in context of the COVID-19 pandemic, as well as solutions, are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Young children’s pre-academic and social skills: role of parents’ locus of control and children’s ADHD behaviours

ABSTRACT Our study examined young children’s pre-academic and social skills in relation to parental locus of control and children’s behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (Mage = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children’s pre-academic and social skills, parental external and internal locus of control, and children’s inattention and hyperactivity/impulsivity were obtained with the Early Learning and Development for Children Aged 3 to 6 years, the Parental Locus of Control scale, and the ADHD Rating Scale-IV Preschool Home Version respectively. Hierarchical regression results showed that controlling for other variables, higher scores in parental external locus of control and child inattention behaviours significantly predicted lower scores in all six domains, while higher scores in internal locus of control and child hyperactivity/impulsivity behaviours predicted higher scores in all six domains (R 2 ranged from 18.0% to 47.0%). Noticeably, parental locus of control explained a smaller amount of the variance (1.0–5.0%) than behaviours of ADHD (5.0–11.0%) in the children’s outcomes.

Are children with early literacy difficulties at risk for anxiety disorders in late childhood?

The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children’s social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children’s socioemotional development will be discussed.

Exploring the emotional and behavioural profile in paediatric narcolepsy type 1: A case-control study.

Narcolepsy type 1 (NT1) is a central disorder of hypersomnolence often arising in childhood and adolescence. NT1 has a significant, but poorly defined, psychological impact. We aimed to investigate the psycho-social functioning of children and adolescents with NT1. We performed a cross-sectional, child and parent-reported questionnaire survey in 37 children and adolescents (6-17 years) with NT1, compared with age- and sex-matched controls. Questionnaires (SSHS, ESS-CHAD, CDI, MASC, CBCL, CRS-R, and SNAP-IV) evaluated various aspects of behavioural and emotional profiles, sleep habits, and daytime sleepiness. Subsequently, NT1 intra-group analysis was performed to investigate the effect of sex (males vs females) and pharmacological treatment (treated vs non-treated) on psychological features. The NT1 questionnaires total scores were then correlated with the clinical characteristics (age, body mass index [BMI], ESS-CHAD score, cerebrospinal hypocretin-1 [Hcrt-1] levels, and diagnostic delay). Patients with NT1 showed a higher tendency to depressive symptoms, anxiety, somatisation, inattention, hyperactivity, oppositional/defiant problems, and other maladaptive behaviours compared with controls. Among NT1 patients, females showed a higher propensity to anxiety, and non-treated patients displayed higher depressive symptoms. Psychological symptoms increased with age, BMI, and daytime sleepiness in patients with NT1, while a younger age was associated with more frequent somatisation symptoms. Lower cerebrospinal Hcrt-1 levels correlated with poorer social competencies, daily activities, and inattention. Diagnostic delay was associated with a higher impact of depressive symptoms and behavioural problems. NT1 in children and adolescents is associated with poorer functioning in multiple psychological domains calling for a multidisciplinary approach and monitoring to reduce disease burden and to prevent psychiatric consequences.

Cyber-Victimization /Bullying Among Turkish Adolescents with Attention Deficit Hyperactivity Disorder

ABSTRACT Cyberbullying is a form of deviant behavior, acknowledged as a worldwide mental health issue. Few studies have investigated cyberbullying among youth with attention-deficit hyperactivity disorder (ADHD), a population susceptible to bullying, and associated factors. In this study, we aimed to explore frequency and related factors of cybervictimization/bullying among adolescents with ADHD. We included 92 clinically referred adolescents (14.37 ± 1.78 years) with ADHD. Revised Cyberbullying Inventory and a semi-structured diagnostic interview were used to assess cybervictimization/bullying and psychiatric disorders respectively. 38% of participants (n = 35) were defined as cybervictims and 35.9% (n = 33) as cyberbullies. The symptoms of anxiety and problematic internet use were more severe, and social phobia was more frequent among cybervictims than non-cybervictims. Cybervictimization was associated with being overweight, having generalized anxiety disorder and online gaming. Parent-rated inattention, hyperactivity, and defiant behaviors were significantly more severe and internet addiction scores were higher in cyberbullies compared to non-cyberbullies. Cyberbullying was associated with having generalized anxiety disorder, more severe problematic internet use, and downloading programs. Per our study, a major component of clinical assessment must include questions related to social experiences on the internet. This recommendation is especially valid for adolescents with ADHD with anxiety disorders, high body mass index, and online gamers.

The therapeutic effect of mechanical motion sensor technology and emotion recognition technology on hyperactivity disorder

BackgroundHyperactivity disorder is a common childhood mental disorder characterized by inattention, hyperactivity, and impulsive behaviors. Adolescent children often experience various problems due to their own developmental differences, which can lead to the symptoms of hyperactivity disorder. Therefore, the experiment proposes the use of mechanical motion sensor technology combined with emotion recognition for the treatment of hyperactivity disorder in children.Subjects and MethodsThis study selected 120 children diagnosed with hyperactivity disorder and randomly divided them into two groups, each consisting of 60 children. The experimental group received treatment intervention using mechanical motion sensor technology combined with emotion recognition technology; The control group received routine treatment. The observation period is 3 months, and the data generated during the process is statistically analyzed by SPSS24.0. Conners rating scale is used to provide feedback on therapeutic effects.ResultsCompared with the control group, all patients in the experimental group showed a reduction in symptoms of hyperactivity disorder, with over 60% of children. It showed that the experimental method has a positive therapeutic effect. Body functions like impulse control and physical movement of the children are significantly improved.ConclusionsThis indicates that mechanical motion sensor technology combined with emotion recognition technology has potential therapeutic effects in the treatment of hyperactivity disorder. This study provides new ideas and methods for the treatment of hyperactivity disorder and provides a foundation for further research.

The integration of ceramic art design and color visual aesthetics on hyperactivity disorder viewers

Background ADHD, also known as Attention-deficit hyperactivity disorder (ADHD), has inattention, hyperactivity, conduct disorder, and impulsive behavior as its main clinical manifestations. Visual working memory load is one of the factors that can affect the individual’s attentional performance, so the study proposes to intervene in patients with ADHD with the help of a training form that combines artistic design and the visual aesthetics of colors.Subjects and Methods Children with attention deficit hyperactivity disorder (ADHD), meeting the American Diagnostic and Statistical Manual of Mental Disorders, 4th edition criteria, were selected as the study subjects and divided into experimental and control groups using the random table method. Both groups underwent color vision training therapy, strengthening the experimental group regarding graphic design and color aesthetics. The practical test tools included Rey’s Complex Graphic Memory Task and Chinese Children’s Attention Level Scale, and the statistical analysis tool was SPSS23.0, with P<0.05 indicating statistical differences.ResultsIn the ceramic art design test experiment, the subjects in the experimental group scored better than the control group in terms of structure and detail (P<0.05), and their concentration level was greatly improved.ConclusionsThe intervention of art design and color visual aesthetics integration has obvious applicability to ADHD patients, with significant efficacy, better control of their attention and behavioral actions, and help to improve the ability of self-management.

Yoga and music intervention reduces inattention, hyperactivity/impulsivity, and oppositional defiant disorder in children's consumer with comorbid ADHD and ODD.

To analyze the impact of yoga and music intervention on child consumers, we selected 60 eligible child consumers from yoga and music companies. This preliminary study used a randomized controlled design to investigate whether a 16-week combined yoga and music intervention improves attention, hyperactivity/impulsivity, and oppositional defiant disorder (ODD) in 60 children with attention-deficit/hyperactivity disorder (ADHD) comorbid with ODD aged 4-6 years. It also preliminarily identified which intervention is best for these children among three types: combined yoga and music, yoga-only, and musiconly interventions. We used both the parent- and teacher-rated MTA SNAP-IV ADHD Rating Scale for data collection. We found that the combined yoga and music intervention had a positive effect on inattention, hyperactivity/impulsivity, and ODD in children with comorbid ADHD and ODD. The combined yoga and music intervention was the most effective in reducing inattention (in repeated measures ANOVA effect size, 0.9; followed by the yoga- and the music-only interventions, respectively), hyperactivity/impulsivity (effect size, 0.92), and ODD behaviors (effect size, 0.93) in children with comorbid ADHD and ODD. Thus, the combined yoga and music intervention was the most effective and had a more comprehensive effect on children with combined ADHD and ODD compared with the two other interventions (i.e., yoga- and music-only interventions). Our findings provide preliminary evidence for the use of combined yoga and music interventions on a daily basis as a safe and effective adjunctive treatment for children with comorbid ADHD and ODD. The children in the article refer to child consumers of yoga and music companies.

Parent-Reported Attention-Deficit/Hyperactivity Disorder-Linked Behaviors, Fatigue, and Language in Children Who Are Deaf and Hard of Hearing.

The purpose of this study was to find out if children who are deaf and hard of hearing (DHH), particularly those without substantially delayed language, appear to be at risk for overreporting of inattentive and hyperactive behaviors and if attention-deficit/hyperactivity disorder (ADHD) measures are influenced by the presence of language-based items, by child language skills, and by child and parent report of fatigue. This study included 24 children with typical hearing, 13 children with hearing aids (HA), and 16 children with cochlear implants (CI) in second through sixth grade. Parents of children in each group completed a measure reporting on inattentive and hyperactive behaviors, social and academic outcomes, and general fatigue for their child. Children participated in a norm-referenced language assessment and completed a self-report of fatigue. Analyses revealed an effect of hearing status on overall inattention ratings and social/academic performance: Children with CI had significantly lower ratings of inattention, and children with HA had more social/academic performance deficits. Differences in inattention scores for children with CI remained even when items biased toward language skills were removed from the measure, but differences in performance for children with HA disappeared. Omnibus language scores significantly correlated with academic and social outcomes, whereas parent report of fatigue significantly correlated with inattention and hyperactivity. Parent report of behaviors linked with ADHD, including inattention and hyperactivity, is likely influenced by child language knowledge and overall fatigue. Comorbid diagnosis of ADHD in children who are DHH must consider these factors.

Autistic Traits and Cyberbullying Involvement Mediated by Psychopathologies and School Functions in a Nationally Representative Child Sample.

Cyberbullying has become an international concern among youth with autistic traits in the digital age. It draws the attention of professionals in mental health and education due to its potentially severe psychosocial and academic impacts. However, there is limited knowledge about the mediators for these associations. This study investigated whether school dysfunction and comorbid psychopathologies mediated the link between autistic traits and cyberbullying. We used a nationally representative sample of 9,483 students (9-14 years of age). The instruments included the Social Responsiveness Scale for autistic traits; the Cyberbullying Experiences Questionnaire for cyberbullying victimization and perpetration; the Swanson, Nolan, and Pelham, version IV for inattention, hyperactivity/impulsivity, and oppositional behaviors; the Child Behavior Checklist for anxiety/depression; and the Social Adjustment Inventory for Children and Adolescents for impaired school functions. Multiple mediation models were used for statistical analyses. The results showed that the 1-year prevalence rates of pure victims, pure perpetrators, and bully-victims of cyberbullying were 7.9 percent, 2.4 percent, and 5.7 percent, respectively. Cyberbullying victimization and perpetration were positively associated with autistic traits, school dysfunction, and comorbid psychopathologies. The associations between autistic traits and cyberbullying victims and bully-victims were significantly mediated by school dysfunction and hyperactivity/impulsivity (only for bully-victims), independent of sex and age. Our results suggest that early identification and intervention of these difficulties may mitigate the risks of cyberbullying. ClinicalTrials.gov ID: NCT02707848.

Psychometric properties of the scale on the knowledge and pedagogical practice of teachers towards students with ADHD

The psychometric properties of the scale of knowledge and pedagogical practice of teachers against inattention, hyperactivity and impulsivity behaviors in school contexts in Cúcuta, Norte de Santander are validated. It was carried out under a quantitative, non-experimental approach, of the exploratory, cross-sectional type, in terms of the population to be taken into account, they were the teachers assigned to the municipal education secretary, in relation to the sample, it was obtained by proportional fixing; the data will be processed in SPSS applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) based on reliability and reproducibility Cronbach's alpha, test-retest with Lin's intraclass correlation coefficient and the kappa index Cohen's. It is concluded that the test has the pertinent psychometric properties for use in Colombian school contexts.