Psychometric properties of ADHD rating scales among children with mental retardation.

Matson et al. (2004) asked teachers and teaching aides to fill out ADHD rating scales for children with intellectual disability. They wanted to know if these forms could spot ADHD symptoms in kids who already had cognitive delays.

The team used the ABC-C, a common behavior checklist, along with other teacher scales. They compared scores to see if the ratings matched real classroom attention problems.

The ABC-C ratings lined up well with actual ADHD symptoms. Both teachers and aides gave similar scores, showing the tool is reliable for this group.

The study found positive results, meaning the scales can be trusted to flag attention and hyperactivity issues in children with intellectual disability.

Matson et al. (2011) later repeated the study in Germany and got the same positive results. They also showed the ABC-C stays stable over two years, strengthening the original finding.

Schaaf et al. (2015) built on this work by creating a new scale called the SAID, made just for ADHD screening in kids with ID. This moves the field beyond the general ABC-C to a purpose-built tool.

Sajith et al. (2008) extended the idea to adults, using the CAARS to screen for ADHD in adults with intellectual disability. Together, these papers form a clear line: rating scales work across ages and languages.

You can confidently use the ABC-C or SAID to screen for ADHD in students with intellectual disability. Teacher and aide ratings are valid, so you don’t need costly one-on-one tests to start the referral process. Pick the scale that fits your setting and begin collecting data next week.