Skip to main content
SpringerLink
Log in

Utility for Clinical Practice of a Bifactor ADHD Model in an Elementary School Population in Mexico

  • Research
  • Published:
Child Psychiatry & Human Development Aims and scope Submit manuscript

Abstract

We assessed the appropriateness of the bifactor model for a Mexican ADHD symptom questionnaire (BMQ-ADHD) applied to parents and teachers of elementary school children. With a sample of 765 reports of children’s behavior (48.7% with ADHD A1 criteria, 42.6% girls, mean age 8.5 years [± 1.6 sd]), we examined construct validity, measurement invariance, differences for gender and school level, and the appropriateness of using summed scores. The BMQ-ADHD questionnaire was characterized by good construct validity for the bifactor model for parents’ and teachers’ reports. For both corpora, we detected invariance for gender and school level. There were differences in ADHD symptoms by gender, but not by school year. The summed scores may represent the factors accurately for females but may present difficulty for males in the parents’ questionnaires. The present study revealed good BMQ-ADHD psychometric properties for a unidimensional-hierarchical ADHD scale segregated by gender for parents’ and teachers’ reports.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Data Availability

Our dataset and measures spreadsheet are available by request.

References

  1. American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders: DSM-5, 5th edn. American Psychiatric Association, Washington, D.C

    Book  Google Scholar 

  2. Rohde LA, Buitelaar JK, Gerlach M et al (2019) The World Federation of ADHD guide. ARTMED EDITORA LTDA, Porto Alegre

    Google Scholar 

  3. American Educational Research Association, American Psychological Association, National Council on Measurement in Education, Joint Committee on Standards for Educational and Psychological Testing (U.S.) (2014) Standards for educational and psychological testing. American Educational Research Association, Washington, DC

    Google Scholar 

  4. Bauermeister JJ, Canino G, Polanczyk G, Rohde LA (2010) ADHD across cultures: is there evidence for a Bidimensional Organization of symptoms? J Clin Child Adolesc Psychol 39:362–372. https://doi.org/10.1080/15374411003691743

    Article  PubMed  Google Scholar 

  5. Park JL, Silveira M, Elliott M et al (2018) Confirmatory Factor Analysis of the structure of adult ADHD symptoms. J Psychopathol Behav Assess 40:573–585. https://doi.org/10.1007/s10862-018-9698-y

    Article  Google Scholar 

  6. Rodriguez A, Reise SP, Haviland MG (2016) Applying Bifactor Statistical indices in the evaluation of psychological measures. J Pers Assess 98:223–237. https://doi.org/10.1080/00223891.2015.1089249

    Article  PubMed  Google Scholar 

  7. Flory K, Shi D, Siceloff ER et al (2021) The factor structure and gender invariance of ADHD symptoms in College Students. Assessment 28:57–72. https://doi.org/10.1177/1073191120918934

    Article  PubMed  Google Scholar 

  8. Arias VB, Ponce FP, Núñez DE (2018) Bifactor models of Attention-Deficit/Hyperactivity disorder (ADHD): an evaluation of three necessary but underused psychometric indexes. Assessment 25:885–897. https://doi.org/10.1177/1073191116679260

    Article  PubMed  Google Scholar 

  9. Reise SP (2012) The rediscovery of Bifactor Measurement models. Multivar Behav Res 47:667–696. https://doi.org/10.1080/00273171.2012.715555

    Article  Google Scholar 

  10. Burns GL, Geiser C, Servera M et al (2020) Promises and pitfalls of latent variable approaches to understanding psychopathology: reply to Burke and Johnston, Eid, Junghänel and colleagues, and Willoughby. J Abnorm Child Psychol 48:917–922. https://doi.org/10.1007/s10802-020-00656-1

    Article  PubMed  PubMed Central  Google Scholar 

  11. Willoughby MT (2020) Commentary on application of the Bifactor S-1 model to Multisource ratings of ADHD/ODD symptoms: an appropriate bifactor model for Symptom ratings. J Abnorm Child Psychol 48:901–904. https://doi.org/10.1007/s10802-020-00629-4

    Article  PubMed  Google Scholar 

  12. Bonifay W, Lane SP, Reise SP (2017) Three concerns with applying a Bifactor Model as a structure of psychopathology. Clin Psychol Sci 5:184–186. https://doi.org/10.1177/2167702616657069

    Article  Google Scholar 

  13. Bornovalova MA, Choate AM, Fatimah H et al (2020) Appropriate use of Bifactor Analysis in Psychopathology Research: appreciating benefits and limitations. Biol Psychiatry 88:18–27. https://doi.org/10.1016/j.biopsych.2020.01.013

    Article  PubMed  PubMed Central  Google Scholar 

  14. Putnick DL, Bornstein MH (2016) Measurement invariance conventions and reporting: the state of the art and future directions for psychological research. Dev Rev 41:71–90. https://doi.org/10.1016/j.dr.2016.06.004

    Article  PubMed  PubMed Central  Google Scholar 

  15. Erskine HE, Ferrari AJ, Nelson P et al (2013) Research Review: epidemiological modelling of attention-deficit/hyperactivity disorder and conduct disorder for the global burden of Disease Study 2010. J Child Psychol Psychiatry 54:1263–1274. https://doi.org/10.1111/jcpp.12144

    Article  PubMed  Google Scholar 

  16. Barrios O, Matute E, de Ramírez-Dueñas M L, et al (2016) Características Del trastorno por déficit de atención e hiperactividad en escolares mexicanos de acuerdo con la percepción De Los padres. Suma Psicológica 23:101–108. https://doi.org/10.1016/j.sumpsi.2016.05.001

    Article  Google Scholar 

  17. Polanczyk GV, Willcutt EG, Salum GA et al (2014) ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. Int J Epidemiol 43:434–442. https://doi.org/10.1093/ije/dyt261

    Article  PubMed  PubMed Central  Google Scholar 

  18. Kok FM, Groen Y, Fuermaier ABM, Tucha O (2016) Problematic peer functioning in girls with ADHD: a systematic literature review. PLoS ONE 11:e0165119. https://doi.org/10.1371/journal.pone.0165119

    Article  PubMed  PubMed Central  Google Scholar 

  19. Cogo-Moreira H, Lúcio PS, Swardfager W et al (2019) Comparability of an ADHD latent trait between groups: Disentangling true between-group differences from measurement problems. J Atten Disord 23:712–720. https://doi.org/10.1177/1087054717707047

    Article  PubMed  Google Scholar 

  20. DiStefano C, Zhu M, Mîndrilã D (2009) Understanding and using factor scores: considerations for the Applied researcher. https://doi.org/10.7275/DA8T-4G52

  21. McNeish D, Wolf MG (2020) Thinking twice about sum scores. Behav Res Methods 52:2287–2305. https://doi.org/10.3758/s13428-020-01398-0

    Article  PubMed  Google Scholar 

  22. Chamorro Y, Bolaños L, Trejo S et al (2021) Do teachers confirm parent’s ratings of ADHD DSM-IV Criteria? A study of a Mexican Population. Neuropsychiatr Dis Treat Volume 17:1965–1975. https://doi.org/10.2147/NDT.S308051

    Article  Google Scholar 

  23. Silk TJ, Malpas CB, Beare R et al (2019) A network analysis approach to ADHD symptoms: more than the sum of its parts. PLoS ONE 14:e0211053. https://doi.org/10.1371/journal.pone.0211053

    Article  PubMed  PubMed Central  Google Scholar 

  24. Muthén LK, Muthen BO (2017) Mplus user’s guide, eight Edition. Muthén & Muthén, Los Angeles, CA

    Google Scholar 

  25. Hu L, Bentler PM (1999) Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equ Model Multidiscip J 6:1–55. https://doi.org/10.1080/10705519909540118

    Article  Google Scholar 

  26. Dueber DM (2017) Bifactor Indices Calculator. University of Kentucky Libraries

  27. Lucke JF (2005) The α and the ω of Congeneric Test Theory: an extension of reliability and internal consistency to heterogeneous tests. Appl Psychol Meas 29:65–81. https://doi.org/10.1177/0146621604270882

    Article  Google Scholar 

  28. Reise SP, Bonifay WE, Haviland MG (2013) Scoring and modeling psychological measures in the Presence of Multidimensionality. J Pers Assess 95:129–140. https://doi.org/10.1080/00223891.2012.725437

    Article  PubMed  Google Scholar 

  29. Cheung GW, Rensvold RB (2002) Evaluating goodness-of-fit indexes for Testing Measurement Invariance. Struct Equ Model Multidiscip J 9:233–255. https://doi.org/10.1207/S15328007SEM0902_5

    Article  Google Scholar 

  30. Revelle W (2023) Psych: procedures for psychological, psychometric, and Personality Research. R package version 2.3.9. Evanston, Illinois

    Google Scholar 

  31. Kranzler JH, Benson N, Floyd RG (2015) Using estimated factor scores from a bifactor analysis to examine the unique effects of the latent variables measured by the WAIS-IV on academic achievement. Psychol Assess 27:1402–1416. https://doi.org/10.1037/pas0000119

    Article  PubMed  Google Scholar 

  32. Toplak ME, Sorge GB, Flora DB et al (2012) The hierarchical factor model of ADHD: invariant across age and national groupings? Hierarchical factor model in child ADHD. J Child Psychol Psychiatry 53:292–303. https://doi.org/10.1111/j.1469-7610.2011.02500.x

    Article  PubMed  Google Scholar 

  33. Caci HM, Morin AJ, Tran A (2016) Teacher ratings of the ADHD-RS IV in a community sample: results from the ChiP-ARD Study. J Atten Disord 20:434–444. https://doi.org/10.1177/1087054712473834

    Article  PubMed  Google Scholar 

  34. Jungersen CM, Lonigan CJ (2021) Do parent and teacher ratings of ADHD reflect the same constructs? A measurement Invariance Analysis. https://doi.org/10.1007/s10862-021-09874-3. J Psychopathol Behav Assess

  35. Sturm A, McCracken JT, Cai L (2019) Evaluating the hierarchical structure of ADHD symptoms and invariance across age and gender. Assessment 26:508–523. https://doi.org/10.1177/1073191117714559

    Article  PubMed  Google Scholar 

  36. Rodenacker K, Hautmann C, Görtz-Dorten A, Döpfner M (2016) Bifactor models Show a Superior Model Fit: examination of the Factorial Validity of parent-reported and self-reported symptoms of Attention-Deficit/Hyperactivity disorders in children and adolescents. Psychopathology 49:31–39. https://doi.org/10.1159/000442295

    Article  PubMed  Google Scholar 

  37. Narad ME, Garner AA, Peugh JL et al (2015) Parent–teacher agreement on ADHD symptoms across development. Psychol Assess 27:239–248. https://doi.org/10.1037/a0037864

    Article  PubMed  Google Scholar 

  38. Schmidt S, Petermann F (2009) Developmental psychopathology: attention deficit hyperactivity disorder (ADHD). BMC Psychiatry 9:58. https://doi.org/10.1186/1471-244X-9-58

    Article  PubMed  PubMed Central  Google Scholar 

  39. Faraone SV, Biederman J, Mick E (2006) The age-dependent decline of attention deficit hyperactivity disorder: a meta-analysis of follow-up studies. Psychol Med 36:159–165. https://doi.org/10.1017/S003329170500471X

    Article  PubMed  Google Scholar 

  40. Hart EL, Lahey BB, Loeber R et al (1995) Developmental change in attention-deficit hyperactivity disorder in boys: a four-year longitudinal study. J Abnorm Child Psychol 23:729–749. https://doi.org/10.1007/BF01447474

    Article  PubMed  Google Scholar 

  41. Gaub M, Carlson CL (1997) Gender differences in ADHD: a Meta-analysis and critical review. J Am Acad Child Adolesc Psychiatry 36:1036–1045. https://doi.org/10.1097/00004583-199708000-00011

    Article  PubMed  Google Scholar 

  42. Gershon J, Gershon J (2002) A Meta-Analytic review of gender differences in ADHD. J Atten Disord 5:143–154. https://doi.org/10.1177/108705470200500302

    Article  Google Scholar 

  43. Willcutt EG (2012) The prevalence of DSM-IV Attention-Deficit/Hyperactivity disorder: a Meta-Analytic Review. Neurotherapeutics 9:490–499. https://doi.org/10.1007/s13311-012-0135-8

    Article  PubMed Central  Google Scholar 

  44. Leopold DR, Christopher ME, Olson RK et al (2019) Invariance of ADHD symptoms across sex and age: a latent analysis of ADHD and impairment ratings from early childhood into adolescence. J Abnorm Child Psychol 47:21–34. https://doi.org/10.1007/s10802-018-0434-6

    Article  PubMed  PubMed Central  Google Scholar 

  45. Young S, Adamo N, Ásgeirsdóttir BB et al (2020) Females with ADHD: an expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry 20:404. https://doi.org/10.1186/s12888-020-02707-9

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Acknowledgements

We thank the Secretary of Public Education of Jalisco and the schools that allowed us to perform this research, as well as all the teachers and families who answered the questionnaire.

Funding

No funds, grants, or other support was received.

Author information

Authors and Affiliations

  1. Facultad de Medicina y Psicología, Universidad Autónoma de Baja California, Tijuana, México

    Salvador Trejo

  2. Instituto de Neurociencias, Centro Universitario de Ciencias Biológicas y Agropecuarias, Universidad de Guadalajara, Guadalajara, México

    Yaira Chamorro, María de Lourdes Bolaños & Esmeralda Matute

  3. Departamento de Estudios en Educación, Centro Universitario de Ciencias Sociales y Humanidades, Universidad de Guadalajara, Guadalajara, México

    Esmeralda Matute

Authors
  1. Salvador Trejo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yaira Chamorro
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. María de Lourdes Bolaños
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Esmeralda Matute
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

S.T., Y.C., MdL.B., E.M. wrote the main manuscript text, S.T. led in formal analysis and prepared figures and tables. All authors reviewed the manuscript.

Corresponding author

Correspondence to Esmeralda Matute.

Ethics declarations

Competing Interests

The authors declare no competing interests.

Ethical Approval

The Ethics Committee of the Instituto de Neurociencias approved this study according to the Helsinki Declaration and the General Health Law of Mexico (registration no. ET052010-82).

Informed Consent

Informed consent was obtained from all participants.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Trejo, S., Chamorro, Y., Bolaños, M. et al. Utility for Clinical Practice of a Bifactor ADHD Model in an Elementary School Population in Mexico. Child Psychiatry Hum Dev (2023). https://doi.org/10.1007/s10578-023-01633-7

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10578-023-01633-7

Keywords

Search

Navigation