Reliability, Validity, and Acceptability of the Scope Classroom Observation Code (SCOC) to Identify Attention Deficit Hyperactivity Disorder (ADHD)‐Related Behaviours in UK Primary Schools

Bibliographic Data

ID21375927
AuthorsCharlotte Rose Kelman (0009-0007-4978-0131, University of Oxford Oxford UK, corresponding author), Obioha C Ukoumunne (0000-0002-0551-9157, NIHR Applied Research Collaboration South West Peninsula, Department of Health and Community Sciences, Faculty of Health and Life Sciences University of Exeter Exeter UK), Darren Moore (0000-0003-0628-3323, University of Exeter Exeter UK), Jo Thompson Coon (0000-0002-5161-0234, NIHR Applied Research Collaboration South West Peninsula University of Exeter Exeter UK), Kirsty Cordwell (University of Exeter Exeter UK), Abigail Emma Russell (0000-0002-2903-6264, University of Exeter Exeter UK), Abigail Russell (University of Exeter Exeter UK)
Year2026
Publication date2026-07-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.70188
OpenAlexW7167684162
LanguageEN
References cited80

ADHD is a prevalent disorder that impacts academic and social functioning in childhood. Teachers often struggle to identify ADHD. This study evaluated the Scope Classroom Observation Checklist's (SCOC) reliability, validity, and acceptability as a potential screening measure for school staff to identify ADHD characteristics. Parents and teachers completed the Attention‐Deficit/Hyperactivity Disorder Rating Scale‐5 (ADHD‐RS‐5). Those who scored ≥ 75th percentile by both raters were considered ‘high symptom’ and were assessed with the reference standard: Section J of the Development and Wellbeing Assessment (DAWBA). Based on the measures, children were split into 3 groups: high‐probability ADHD, intermediate‐probability ADHD and no‐ADHD. 420 children were observed with the SCOC, yielding on/off‐task and hyperactive/impulsive scores. Inter‐rater reliability (IRR) on the SCOC was quantified using the intra‐class correlation coefficient (ICC). The area under the curve (AUC) was used to quantify the ability of the SCOC to discriminate children with high‐probability ADHD from those without; intermediate‐ from high‐probability ADHD and high symptom ADHD from no ADHD. SCOC acceptability to trained school staff was assessed using the Usage Rating Profile‐Assessment (URP‐A). SCOC accuracy was limited. AUCs for distinguishing high‐probability ADHD versus no‐ADHD were 0.59 (on/off‐task) and 0.72 (hyperactive/impulsive). For high symptom versus no‐ADHD, AUCs were 0.64 (on/off‐task) and 0.65 (hyperactive/impulsive). For intermediate‐ versus high‐probability ADHD, AUCs were 0.40 (on/off‐task) and 0.67 (hyperactive/impulsive). Eight staff rated the SCOC acceptable (mean usability = 4.56/6, SD = 0.4). While the SCOC showed good agreement between school staff and researchers, it lacked validity in identifying ADHD

Percentile · Rating scale · Reliability (semiconductor) · Scope (computer science) · Tier 2 network · Usability · Attention Deficit Hyperactivity Disorder · Children's Physical and Motor Development · Neuroscience, Education and Cognitive Function

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