Abstract
Attention Deficit Hyperactivity Disorder (ADHD) affects 5–7% of the population, with symptoms like executive dysfunction and impulsivity starting in early childhood. Diagnosis involves evaluating symptom impact on daily life. We adapted and assessed the Spanish version of the Children’s Problems Checklist (CPC) for teachers. We evaluated 470 preschoolers (52.34% boys, M = 4.757, SD = 0.875) using the CPC, ADHD Rating Scale (ADHD-RS-IV), and Strengths and Difficulties Questionnaire (SDQ). Confirmatory Factor Analysis showed a good fit (CFI = 0.913, RMSEA = 0.08), and CPC demonstrated strong reliability (ω = 0.821). It correlated positively with ADHD-RS-IV dimensions (r = 0.494–0.662, p < 0.001) and predicted behavioral problems (F = 40.278, Adjusted R2 = 0.201, p < 0.001). This first teacher-report adaptation of the CPC for Spanish-speaking preschoolers shows robust psychometric properties and utility in assessing ADHD impairment-related behavioral problems.
This study provides the first Spanish adaptation and validation of the teacher-report version of the Children’s Problems Checklist (CPC), offering a reliable and valid tool for assessing impairment associated with ADHD symptoms in preschoolers. By confirming the original factor structure and demonstrating strong convergent and predictive validity, this work enables early and culturally appropriate identification of functional difficulties in Spanish-speaking educational contexts. The availability of this tool supports earlier detection and intervention for preschoolers whose functioning is impacted by ADHD symptoms, contributing to improved developmental and educational outcomes.