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The British Journal of Psychiatry (2004) 184: 74-78
© 2004 The Royal College of Psychiatrists

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

JANE HOLMES, BA

Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Cardiff

DEBORAH LAWSON, BA

Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Cardiff

KATE LANGLEY, BA

Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Cardiff

HELEN FITZPATRICK, MRCPsych

University of Manchester Department of Child and Adolescent Psychiatry, Royal Manchester Children’s Hospital, Manchester

ANNE TRUMPER, MRCPsych

University of Manchester Department of Child and Adolescent Psychiatry, Royal Manchester Children’s Hospital, Manchester

HELEN PAY, BSc

Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Cardiff

RICHARD HARRINGTON, FRCPsych

University of Manchester Department of Child and Adolescent Psychiatry, Royal Manchester Children’s Hospital, Manchester

ANITA THAPAR, MRCPsych

Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Cardiff

Correspondence: Anita Thapar, Section of Child and Adolescent Psychiatry, Department of Psychological Medicine, University of Wales College of Medicine, Heath Park, Cardiff CF14 4XN, UK

Declaration of interest Work funded by the Wellcome Trust, Action Research and Sparks.

Background 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.

Aims To examine the stability, test–retest reliability and criterion validity of the CHATTI for children referred with a suspected diagnosis of ADHD.

Method Data were obtained from 79 teachers, of whom 36 were interviewed on two occasions.

Results 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).

Conclusions 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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