Spanish adaptation and psychometric evidence of the teacher-report version of the Children’s Problems Checklist: early identification of the impairment related to ADHD symptoms

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.