A Systematic Review of ADHD Knowledge Measures and Their Psychometric Support.

This article systematically reviews 96 published measures of Attention-Deficit/Hyperactivity Disorder (ADHD) knowledge to evaluate their psychometric quality and the populations in which they have been validated. The review found that most measures (71.8%) lack adequate psychometric evidence, with about one-third providing no reliability or validity data, and that many are validated in only a single population, predominantly general education teachers. Reporting of racial and ethnic demographics in validation samples is limited, with White participants overrepresented and racially and ethnically minoritized (REM) groups underrepresented, raising concerns about the measures’ applicability across diverse populations. Only three measures—the Knowledge of ADHD Rating Evaluation (KARE), the Knowledge of Attention Deficit Disorders Scale (KADDS), and one unnamed measure—met criteria for being well-established, while several others showed promise but require further validation. The authors emphasize the need for researchers and clinicians to prioritize existing measures with strong psychometric support and to expand validation efforts to include diverse populations to improve the accuracy and equity of ADHD knowledge assessment.