Elaboration, validation and standardization of the five to fifteen (FTF) questionnaire in a Danish population sample.
The Danish FTF gives reliable parent-teacher data across six domains and flags kids with ADHD plus extra risks.
01Research in Context
What this study did
Lambek et al. (2015) checked if the Five-to-Fifteen (FTF) parent-teacher form works in Danish.
They gave the 181-item checklist to parents and teachers of children with ADHD.
The team ran factor analysis to see if the six-domain structure held up in the new language.
What they found
The six-domain model fit well.
Internal reliability was good for both parent and teacher forms.
New impact items helped spot kids who need extra help beyond the core ADHD score.
How this fits with other research
Lindblad et al. (2011) used the same FTF four years earlier in Swedish kids with mild mental retardation.
They also found the tool caught high rates of ADHD and autism, setting the stage for the Danish norms.
Lin et al. (2012) did a similar cross-language validation with the Chinese HVOT.
Both studies show you can trust translated checklists when factors are re-tested in each culture.
Why it matters
You now have a free, Danish-validated FTF that parents and teachers can complete online before the first clinic visit.
Use the six domain scores to pick targets like motor skills or social problems that ADHD rating scales miss.
Add the impact items to decide who needs a full neuropsych work-up first.
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02At a glance
03Original abstract
The five to fifteen (FTF) is a parent questionnaire developed to assess ADHD, its common comorbid conditions and associated problems in children and adolescents. The present study examined (1) the psychometric properties of scores on the new teacher version of the FTF, (2) competing models of the FTF subdomain structure and (3) the psychometric properties and utility of scores on the newly developed FTF impact questions. Parents (n=4258) and teachers (n=1298) of Danish children and adolescents (ages 5 to 17 years), selected using simple random sampling, completed the FTF. In the largest study of the FTF to date, parent and teacher scores had acceptable psychometric properties. The FTF subdomains were organized into six domains labelled cognitive skills, motor/perception, emotion/socialization/behaviour, attention, literacy skills and activity control and analysis of these domains may provide additional information when applying the FTF in the future. The impact questions yielded information above and beyond that provided by symptom count alone and appeared to increase the ability of the FTF to identify at risk children and adolescents.
Research in developmental disabilities, 2015 · doi:10.1016/j.ridd.2014.12.018