Abstract

Objectives: This study aimed to examine the psychometric properties of the Attention Deficit Hyperactivity Disorder (ADHD) scale among middle school students in the Arab community within the Green Line. Methods: The study adopted a descriptive field methodology, with a sample of 153 diagnosed students. The scale was based on the original version developed by Al-Khalfan et al. consisting of 34 items. Thirteen items were added based on expert reviewers' recommendations, while one item was removed for insufficient agreement and two items were excluded due to weak correlation with the total scale, resulting in 44 items subjected to exploratory factor analysis using Principal Component Analysis with Varimax rotation. Results: Results yielded four factors explaining 53.188% of total variance. After excluding items that did not meet factor loading criteria, the final version comprised 32 items distributed across four domains: Hyperactivity and Impulsivity, Cognitive and Academic Difficulties, Poor Organization and Task Completion, and Social Impact of Attention Deficit. The scale demonstrated acceptable psychometric properties of validity and reliability. Conclusions: The study recommends adopting the standardized scale in preparatory schools within the Green Line as a reliable diagnostic tool and conducting future studies using confirmatory factor analysis to verify the factorial structure across larger samples and different educational stages.